to 






NEW SOUTH WALES. 



Department of Public Instruction. 



REPORT 

v ON 

CONTINUATION SCHOOLS 



BY 

P. BOARD, M.A., 

DIRECTOR OF EDUCATION. 



1912. 



SYDNEY: 
W. A. GULLICK, GOVERNMENT PRINTER. 



fe> . -g & 



NEW SOUTH WALES. 



Department of Public Instruction. 



REPORT 



ON 



CONTINUATION SCHOOLS 



P. BOARD, M.A., 

DIRECTOR OF EDUCATION. 



n*&*. 



W. A. GULLICK, GOVERNMENT PRINTER. 
ig 12. 



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*18185-A 



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CONTENTS. 

Introductory Letter 
Introduction ... 

Legislation in England and Scotland 

Attendance at Continuation Schools in Scotland 

Continuation Schools in some English Cities 

The German Continuation School 

Superior Public Schools as Day Continuation Schools 

Comments and Recommendations 

Summary of Proposals 

Appendix "A" — Manchester Evening Continuation Schools 

Appendix "B" — Leeds Art Schools :.. 

Appendix "C" — Berlin Continuation School.. 



PAGE. 

5 
6 

9 
14 
*7 
25 
30 
37 
49 
5i 
62 

65 



1912. 
NEW SOUTH WALES- 



REPORT ON CONTINUATION SCHOOLS. 



To His Excellency The Right Honourable Frederic John 
Napier, Baron Chelmsford, Knight Commander of the Most 
Distinguished Order of Saint Michael and Saint George, Governor 
of the State of New South Wales and its Dependencies, in the 
Commonwealth of Australia. 

May it please Your Excellency, — 

In accordance with the Commission entrusted to me to 
inquire into the working of Continuation Schools in Great Britain 
and Europe, and to recommend for adoption whatever improvements 
might with advantage be introduced into this State, I have the 
honor to submit the following report. 

In carrying out this Commission, it has been kept in view 
that as various books descriptive of Continuation Schools have been 
issued from the press, my inquiries should be directed mainly to 
the questions which arise in adapting these schools to the conditions 
of New South Wales. 

This report is therefore confined, as far as possible, to 
observations and deductions that have the most direct bearing upon 
the establishment of a Continuation School system in this State, and 
the means of making such a system efficient. 

I have the honor to be, 

Your Excellency's most obedient servant, 

Sydney, P. BOARD, 

6th November, 1911. Director of Education. 



REPORT ON CONTINUATION SCHOOLS. 

I. 

INTRODUCTION. 

The Evening Continuation School has come into existence as the 
result of the larger views of education that have marked the last 
twenty years. The Evening School out of which it grew was simply 
an institution to provide means by which elementary instruction 
might be given to those who had failed to receive it in the day school, 
and belonged to a period before compulsory primary education had 
saved the community from a large proportion of illiterates. With 
the spread of compulsory education, the need for the evening school 
of the old type became gradually less. 

One of the most marked results of a universal primary 
education has been the ever extending prevalence of the idea that 
the education of the Primary School. is insufficient. It is unnecessary 
here to go into the social and economic causes of this movement, 
though the subject is an interesting one, the modern evening school 
being linked with some of the fundamental changes that have been 
taking place in the. social structure during recent } T ears. 

The modern Continuation School is the product of — (i) the 
insufficiency of any education that terminates at the age of 14 years ; 
(2) the need for building on the foundation of primary instruction 
an education for adult vocation and responsibility ; (3) the sense 
that an element of national weakness exists in the aimless drifting 
of young people between the age of 14 and the age at which they 
settle down to a definite career; and (4) the failure on the part of 
many to acquire any wage-earning knowledge and skill in those 
years when their minds are most receptive and their hands best 
adapted to acquire manipulative skill. 

On the one hand these questions stand related to the question 
of the unemployed and the unemployable, on the other hand they 
are related to the larger question of the concervation of the capacities 
of the nation, the putting to the best use the intellectual capital of 
the country, the making most effective whatever skill and power 
exists in its youth, the production of what has now come to be 
popularly described as national efficiency. 

Many boys have left school as soon as the law permits them, 
and tempted by the comparatively high wages offered have entered 
into employments that demand no special skill, and at the same 
time give no training for any permanent occupation. These boys 



REPORT ON CONTINUATION SCHOOLS. 7 

find two or three years later that they must look for work of a more 
permanent kind, but also discover that they have no qualifications 
to offer to an employer. It is then that the need for further 
instruction is felt, and it is to prevent the boy from stepping into 
the unskilled labour market that the Continuation School is estab- 
lished. 

The Continuation School to be really effective must deal with 
large numbers. It is not made an integral part of the State system 
simply that the few with ambition to excel in their calling or with 
a desire for self-improvement may have the opportunity to gratify 
their wishes. The reason is a much wider and deeper one. The 
Continuation School arises rather out of the utter inadequacy of 
any education which terminates at 14 years of age to fit the youth 
of the country either for the demands that are now made upon 
them under the existing arrangement of industry, or for the social 
and civic demands that are made upon them as members of a 
democratic State. It is felt that the State cannot afford to leave a 
large percentage of its population with no more instruction and 
training and preparation for the responsibilities of life than is got 
in the Primary School, with the addition only of the unorganised 
and haphazard training that is picked up in the ordinary avenues 
of industry and business. The State cannot afford merely to cater 
for the few whose commercial or trade ambitions lead them to self- 
improvement, while the many receive nothing more than the 
foundation laid in the elementary school. Commercial considerations 
demand more than this. Industrial conditions demand more. Above 
all, the need for an intelligent citizenship demands more. 

Where there is no continuative education available, the 
recognition of the need for it is seen in the constant demands that 
are being made upon the Primary School. The Primary School is 
being called upon to turn out boys and girls at the age of 13 or 14 
years with the mental equipment and fitness for citizenship of the 
adult, while, at the same time, it is forgotten how very limited are 
the intellectual capacity and outlook and basis of experience which 
is possessed by the ordinary boy and girl of 13 years of age. It 
frequently occurs that the Primary School is saddled with work 
that should only be attempted with boys and girls of much more 
mature years, but which is attempted there because it appears to 
be the last chance that will offer for these young persons to partici- 
pate in that kind of instruction. If the Primary School does its 
legitimate work, that is, gives a range of instruction and training 



8 REPORT ON CONTINUATION SCHOOLS. 

suitable to the mental capacities and experience of children up to 

the age of 13 or 14 years, it will have laid the foundation for that 

further education that is suitable for those years of rapid mental 

development and increasing mental grasp and widened experience 

that follow after the fourteenth year. But when the Primary School 

has done its work, whether it is the work suitable for its pupils or 

the unsuitable work that may be imposed upon it, the boy or girl 

who gets no more is insufficiently educated. It is the recognition 

of this fact that lies at the root of the institution of the compulsory 

Continuation School. The interests of the whole community now 

demand that the adolescent should be educated for a vocation and 

for citizenship, just as forty years ago the same interests demanded 

that every child should receive the elements of education to save 

him from illiteracy. The extensive use of machinery in industry. 

the value that is attached to industrial skill, the unfortunate position 

in which our social arrangements place the unskilled, these have 

imposed one obligation upon State educational systems; the 

adoption of universal suffrage has imposed another. Neither of 

these obligations can be discharged by the elementary school, 

however perfect it may be, owing to the natural limitations of 

the capacities of children up to 14 years. Both these obligations 

demand continuative education — one an education for vocational 

skill and knowledge, the other an education for citizenship. 

Another aspect presents itself in considering the need for a 
school which will take hold of the pupil as soon as he leaves the 
Primary School. The demand is constantly heard for technical 
education, but it is a demand which is generally voiced by those 
who do not want it for themselves. Except in comparatively small 
numbers, those who really need it do not ask for it. The Education 
Department is frequently urged to provide technical education 
(usually a technical " college ") in large country towns of this State; 
But these requests come from the mayors and leading men of the 
town who realise the importance of some vocational training for 
the youth of their district, whilst unfortunately the young people 
themselves show no desire for it. An indication of this has been 
seen in the small success that has attended the formation in country 
towns of classes for which at first there appeared to be a demand. 

The fact is — and the Department has frequent evidence of 
it — boys of 17 years of age and over, who have been away from 
school influences for two or three years, lose the habit of study and 
do not desire, nor do they feel themselves prepared for, instruction 



REPORT ON CONTINUATION SCHOOLS. 9 

of a strictly technical character. They think they can get along 
very well without it. A mere elementary education which terminated 
at the earliest possible date, has lost its effect upon their ambitions 
by the lapse of two or three years during which they*earned a fairly 
high rate of wage. Unless this gap is filled, any widely extended 
system of trade or technical education is practically impossible. 
The Technical School can only be built upon the Continuation School. 
If, as soon as the boy leaves the Primary School, he is caught by 
the Continuation School, and he finds in it some instruction which 
evidently suits his needs and stirs his ambitions and makes him 
realise his powers, the chances are then all in favour of his taking 
up later on the more specialised work of the Technical School. If 
not, he drifts. 

The Continuation School, therefore, is designed to give that 
instruction and training which the elementary school should not 
give, and which will lay the foundation for the more advanced 
technical or commercial training. 



II. 

LEGISLATION IN ENGLAND AND SCOTLAND. 

Owing to the decentralised s} T stem that prevails in England 
and Scotland, educational administration is divided between the 
central education department in each country and the local educa- 
tion authorities. The function of the Central Department is funda- 
mentally the apportionment of grants of public money to local 
authorities, but the exercise of this duty has placed in • the hands 
of the Department the power to determine the conditions upon 
which grants are given. All local administration is in the hands 
of local authorities, which receive their revenues partly from local 
taxation and partly from the public grants. But the latter source 
of revenue is such a large proportion of the whole that the exercise 
of local administrative power is in ever}^ direction conditioned by 
the regulations of the Central Department. By virtue of this regu- 
lative power the Department practically determines the educational 
policy of the country in all that depends on expert knowledge, while 
local authorities concern themselves with local management and 
the exercise of those powers that are specifically conferred upon 
them by legislation. Through this dual control of education, 
legislative enactments, in so far as they deal with practical 



TO REPORT ON CONTINUATION SCHOOLS. 

administration, determine what duties shall be obligatory upon 
local authorities and what powers may be exercised by them 
at their discretion in the light of local circumstances. In this 
way legislation imposes upon local authorities the obligation to 
establish Continuation Schools, and confers upon the local bodies 
the power to make attendance at such compulsory, with the right 
of determining the extent to which such power should be exercised. 

It is in legislation for Scotland that the most advanced stage 
has been reached with regard to Continuation Schools. By the 
Education (Scotland) Act, of 1908, it is imposed as a duty upon 
School Boards to make provision of continuation classes for the 
further instruction of young persons above the age of 14 years for 
vocational purposes, and also instruction in the English language 
and literature. Beyond imposing this obligation, the Act prescribes 
that " it shall be lawful " for a School Board to make bye-laws for 
the compulsory attendance of young persons from 14 to 17 years 
of age. Bye-laws may also be made requiring employers of young 
persons between these ages to notify the fact to the Board with 
particulars of their hours of employment, and imposing a penalty 
for any employment of these young persons that prevents their 
attendance at continuation classes. 

These sections of the Act read as follows : — 

Education (Scotland) Act, 1908. 

Provision of io. (i) Without prejudice to any other power of a school board to provide 

a? d con"hiu d a a uon instruction in continuation classes, it shall be the duty of a school board to make 

classes. suitable provision of continuation classes for the further instruction of j T oung persons 

above the age of fourteen years with reference to the crafts and industries practised 

in the district (including agriculture, if so practised, and the domestic arts), or to such 

other crafts and industries as the school board, with the consent of the Department, 

may select, and also for their instruction in the English language and literature, 

and in Gaelic-speaking districts, if the school board so resolve, in the Gaelic language 

and literature. It shall also be their duty to make provision for their instruction 

in the laws of health and to afford opportunity for suitable physical framing. 

(2) If it is represented to the Department on the petition of not less 
than ten ratepayers of the district that a school board are persistently failing in 
their duty under the foregoing subsection, the Department shall cause inquiry to 
be made and may call upon the board to institute such continuation classes as appear 
to the Department to be expedient, and, failing compliance, may withhold or reduce 
any of the grants in use to be made to the board. 

(3) It shall be lawful for a school board from time to time to make, vary, 
and revoke bye-laws for requiring the attendance at continuation classes, until such 
age not exceeding seventeen years as may be specified in the bye-laws, of young- 
persons above the age of fourteen years within their district who are not otherwise 



REPORT ON CONTINUATION SCHOOLS. II 

receiving a suitable education, or are not specially exempted by the school board 
from the operation of the bye-laws; and that at such times and for such periods 
as may in such bye-laws be specified. Such bye-laws may also require all persons 
within the district having in regular employment any young person to whom such 
bye-laws apply to notify the same to the board at times specified in the bye- 
laws, with particulars as to the hours during which the young person is employed 
by them : 

Provided that no young person shall be required to attend a continuation 
class held beyond 2 miles measured along the nearest road from the residence of such 
young person. 

(4) Sections one hundred and eighty-five, one hundred and eighty-six, j?° a 8 nd 6l Vic -> 
and one hundred and eighty-seven of the Public Health (Scotland) Act, 1897, which 

are set out in the First Schedule to this Act, shall apply to bye-laws made under 
this section as if they w r ere herein re-enacted, with the substitution of the Department 
for the board and of the school board for the local authority. 

(5) If any person fails to notify the school board in terms of any such 
bye-law in regard to young persons employed by him, or knowingly employs a 
young person at any time when his attendance is by any such bye-lav. required at 
a continuation class, or for a number of hours which, when added to the time required 
under any such bye-law to be spent at a continuation class, causes the hours of 
employment and the time so spent, taken together, to exceed in any day or week, 
as the case may be, the period of employment permitted for such young person 
by any Act of Parliament, he shall be liable on summary conviction to a penalty 
not exceeding twenty shillings, or in case of a second or subsequent offence, whether 
relating to the same or to another young person, not exceeding five pounds. 

(6) If any parent of a young person, by wilful default, or by habitually 
neglecting to exercise due care, has conduced to the commission of an offence under 
the immediately preceding subsection, or otherwise to failure on the part of the 
young person to attend a continuation class as required in any such bye-law, he 
shall be liable on summary conviction to the like penalties as aforesaid. 

11. All prosecutions for offences under either of the two immediately preceding summary 
sections of this Act shall take place before a court of summary jurisdiction as defined Acts to C appiy, 
in the Education (Scotland) Act, 1883, in the manner provided by the Summary 46 and 47 vie!, 
Jurisdiction Acts, and penalties shall be recoverable by imprisonment in terms of c " 5 
those Acts. 

It will be seen that very large discretionary powers are 
conferred by this Act upon local authorities. They extend so far 
that the School Board may not only require attendance at Continua- 
tion Schools, but the fifth subsection contemplates the infringement 
of Continuation School attendance upon the hours of employment 
where these hours have been specifically limited. The obligation 
put upon the parent by the sixth subsection serves to check the 
tendency to grant to children complete independence of their parents 
as soon as they enter upon wage-earning employment. As the 
explanatory circular of the Scotch Department puts it, its purpose 
is "to reinforce parental control at the time when it is most needed, 
but is in point of fact weakening from natural causes." At the 



12 REPORT ON CONTINUATION SCHOOLS. 

same time the Act is not regarded by some authorities as meeting 
all the requirements of the situation. The consultative committee 
on Continuation Schools in England in its recently issued report 

says : — 

The committee do not recommend for adoption in England and Wales the 
words of the Education (Scotland) Act which deals with this question. The 
method adopted in that Act is to limit during adolescence the hours of work 
and school combined to the number of hours of work permitted for young 
persons by an Act of Parliament. This plan appears not to meet some of the 
greatest difficulties of the situation, In the first place, it provides no safe- 
guards for the large number of young persons of both sexes engaged in 
callings (e.g., in domestic service) in which the hours of employment are not 
regulated by Act of Parliament. Secondly, in other trades it bases a system of 
restrictions for educational purposes upon regulations made from an entirely 
different point of view. 

So far, no legislation has taken place in England to provide 
for compulsory attendance at Continuation Schools, but the question 
is receiving considerable attention. It is realised by very many of 
those who have given thought to the subject that while the Con- 
tinuation Schools are conducted on a purely voluntary basis, they 
will be attended only by those who have some special ambition to 
improve themselves, while those who need continued instruction 
most will remain outside. It is felt that if the continuation classes 
are to have a far-reaching national effect, it can only be by securing 
the obligatory attendance of large numbers of those who now drift 
into unskilled employment. 

A preliminary step towards legislation in this direction was 
taken a few months ago when a Bill was introduced into the House 
of Commons by the President of the Board of Education, dealing 
with the whole question of school attendance in England. Among 
the provisions proposed in the Bill are some for giving to local 
authorities power to make bye-laws to compel the attendance at 
Continuation Schools of children under the age of 16 years, and not 
otherwise instructed. Though the Bill at its present stage can be 
regarded only as a series of proposals, it is of value as showing the 
trend of public opinion in England and the direction that legislation 
is likely to take before long. Some clauses of the Bill are therefore 
quoted here : — 

Education (School and Continuation Class Attendance) Bill. 

Attendance at 2. (i) A local education authority for the purpose of Part II of the Education 

classes. Act, 1902, may make bye-laws requiring the parent of every child who is under the 

age of sixteen years or any less age specified in the bye-laws, and who is not liable 

to attend school under this Act, to cause the child (unless there is some reasonable 

excuse) to attend continuation classes in accordance with the bve-laws. 



Provision as to 
reasonable 



REPORT ON CONTINUATION SCHOOLS. 13 

(2) All bye-laws made under this section shall in every case specify — 

(a) the period of the year during which attendance at continuation classes is 
to be required ; and 

(b) the number of hours, not being more than one hundred and fifty in any 
period of twelve months, during which attendance at continuation classes 
is to be required in any specified period ; and 

(c) the age up to which attendance at continuation classes is to be required, 

and every child subject to the provisions of the bye-laws shall attend accordingly 
such continuation classes (being classes specified in the bye-laws) as the local 
education authority may in his case direct. 

3. For the purposes of the foregoing provisions of this Act any of the following 
excuses shall be a reasonable excuse, namely — 

(a) that the child is under efficient instruction in some other manner; or 

(b) that the child is prevented from attending by sickness or any unavoidable 

cause ; or 

(c) in the case of any child liable to attend school under this Act, that the 

child resides where there is no public elementary school open which he , 
can attend within 3 miles measured according to the nearest road or such 
less distance, so measured, as may be prescribed by a bye-law, and that 
the local education authority do not provide suitable means of conveyance 
for him between a reasonable distance of his home and a public elementary 
school. 

4. (1) If the parent of a child fails to cause the child to attend school or a p^jj^, 
continuation class, as required by this Act or by any bye-laws, he shall be liable, to cause child 
on summary conviction, in respect of each offence, to a fine not exceeding such sum schoofor con- 
as with costs will amount to twenty shillings, but the court may, on any proceeding tinuation cla ss. 
for such an offence, instead of inflicting a fine, make an order directing that the 

child shall attend school or the continuation class, and if the order is not complied 
with, the person on whom the order is made shall be liable to a fine not exceeding 
such sum as with costs will amount to twenty shillings. 

(3) Where a parent charged with failing to cause a child to attend school 
or a continuation class proves that he has used his best endeavours to cause the 
child to attend school or attend the class, and that the child is over the age of fourteen 
years, the court may order that any sum awarded to be paid as a fine and as costs 
shall be paid by the child and not by the parent. 

Employment of Children. 
6. (1) A person shall not take into his employment or employ a child in Restrictions 00 

, x l , , ,, , ., , . , ,• it a* jl- i employment of 

such manner as to prevent the child attending school or a continuation class as children, 
required by this Act or by any bye-laws. 

(2) This section shall apply to a parent who employs his child in any 
labour exercised by way of trade or for the purposes of gain as it applies to a person 
who takes into his employment or employs a child. 

(3) Where the offence of taking into employment or employing a child 
in contravention of this section is in fact committed by an agent or workman of 
the employer, the agent or workman shall be liable to a penalty as if he were the 
employer. 



14 REPORT ON CONTINUATION SCHOOLS. 

(4) Where any bye-laws requiring attendance at continuation classes are 
in force in any area, any person who takes into his employment any child under 
the age of sixteen years resident in that area shall forthwith give notice of the fact to 
the local education authority by whom the bye-laws were made, and shall furnish 
to that authority at such time and in such manner as may be prescribed by the 
bye-laws such information as to the nature and the number of hours of the employ- 
ment as may be prescribed by the bye-laws, and the local authority on receiving 
any such notice shall forthwith give to the person by whom the notice was given 
particulars as to the amount and the time of attendance at continuation classes 
required in the case of the child. 

(5) If any person acts in contravention of, or fails to comply with, the 
foregoing provisions of this section, he shall be liable on summary conviction in 
respect of each offence, to a fine not exceeding forty shillings. 

As is the case in the Scotch Act, the proposals of this Bill 
contemplate the modification of the terms of employment of children 
under 16 in such a way as to admit of their attendance at Continuation 
Schools when these schools are conducted in ordinary working hours. 

III. 

ATTENDANCE AT CONTINUATION SCHOOLS IN SCOTLAND. 

Continuation Schools cannot be regarded as having any 
important beneficial effect on the well-being of the State as a whole 
as long as they are attended only by the few who, after they leave 
the Primary School at 14 have such a desire for improvement 
as to sacrifice their leisure time in the pursuit of it. It is only as 
these schools deal with a large percentage of the youth of the 
population over 14 years of age that they can be considered as 
serving a really national purpose. The problem of securing atten- 
dance at these schools is, therefore, at the root of the whole question. 
What has been made law for Scotland, and what is proposed for 
England to make attendance compulsory, has already been stated. 
As has been shown, the Scotch law simply confers powers on local 
School Boards which they may exercise or not at their discretion. 
Some indication may now be given of what is being actually done 
in a few of the large centres in England and Scotland. 

In both Edinburgh and Glasgow educational organisation has 
reached a very high level. 

Edinburgh has not exercised its powers at all in the making 
of bye-laws for compulsory attendance. Its Continuation Schools 
are dependent on various methods for securing voluntar} 7 attendance 
and the great success that has been met with stands as a testimony 
to the energy and good sense with which the scheme has been worked. 



REPORT ON CONTINUATION SCHOOLS. 1 5 

The latest figures obtainable show that the number of persons 
in Edinburgh between 14 and 17 years of age is 17,830. Of these 
10,464 are receiving instruction either in day schools or evening 
classes. Of the latter, 4,258 are attending the evening continuation 
classes. These classes are also attended by 4,531 others over 17 
years of age. The active propagandist work carried on by "the 
Board has practically doubled the enrolment at continuation classes 
within four years. The latest figures show that, owing to the active 
propagandist work of the Board, the numbers at Continuation School 
have increased from 4,516 in 1907 to 10,043 in 1911. - It frequently 
occurs that the enrolment at evening classes gives an incorrect 
impression as to the actual attendance, owing to the large number 
of pupils who commence a course and soon drop out altogether or 
attend irregularly. But in Edinburgh the average weekly enrolment 
was 86 per cent, of the whole, and the average nightly attendance 
90 per cent, of the average enrolment. These figures show what . 
has been found possible by a very thorough and enthusiastic working 
of the voluntary system, though the important fact remains that 
40 per cent, of the youthful population between 14 and 17 years 
of age are still outside the scope of continuative instruction. In 
order to secure these results, Edinburgh has brought about the 
co-operation of the School Board, the employers, and the workmen 
of the city. The Board in the first place appointed an organiser, 
who made it his business to interview employers and arrange for 
meetings of the workmen on the employers' premises. At these 
meetings a member of the Board and the organiser attended and 
explained the work of the Continuation Schools, urging the advan- 
tages of attendance. The employer usually presided, and in some 
cases closed the works a short time before the usual closing hour 
to give time for the meeting. The increasingly active interest 
taken by employers is shown by the fact that last year 101 employers 
guaranteed the fees of their employees. As fees are returned for 
regular attendance, the employer practically takes the responsibility 
for his boys' regular attendance, and to assist him in doing so, reports 
upon the attendance and progress of the guaranteed pupils are 
regularly sent to him from the school. Other employers give prizes 
to their young employees in the form of exhibitions, season tickets, 
&c, others add sixpence or a shilling to the bo}/s' wages, and others 
make promotion in the works dependent on the attendance and 
progress of the boys at the Continuation School. 

The head masters of the day schools also help materially by 
advising all the pupils who leave school at the holidays to take 



16 REPORT ON CONTINUATION SCHOOLS, 

up work at once in the Continuation Schools. It is partly due to 
this effort that 50 per cent, of the pupils leaving day schools join 
the evening classes within the first year. 

The success of the Edinburgh voluntary system is due to 
the co-operation of all the interested sections of the community 
and the energetic advocacy of the benefits of the school by the 
School Board and its officers. Behind all this, there is the con- 
stantly extending belief that the work which the schools are doing 
is worth supporting. 

The first attempts to apply in an extensive way the powers 
of compulsion vested in School Boards is likely to be made in 
Glasgow. The system of voluntary attendance in that city is 
considered to be quite inadequate. The annual report of the School 
Board recently issued states : — 

Attempts are being made to stop the leakage between day and evening schools 
in the case of those who have left school before reaching the supplementary class. 
At each of the fixed dates, particulars of all the children leaving school are obtained, 
and attendance officers are detailed to visit their homes and endeavour to secure 
their enrolment in the continuation classes. So far, however, this has not had an 
appreciative effect, but under the bye-laws at present awaiting confirmation the 
attendance of such children will be compulsory. 

The proposed bye-laws referred to are not yet in operation, 
but it is expected that they will be in force during this year. Under 
these bye-laws the Board proposes to use its powers so far as to 
compel the attendance at continuation classes "until 17 vears of 
age of young persons beyond the age of 14 years within their district 
(1) who have not completed two }rears' attendance at a supple- 
mentary class or the equivalent thereof; ,2; who are not otherwise 
receiving a suitable education ; or (3) who are not specialiv exempted 
by the School Board from the operation of the bve-laws." 

Difficulties are likely to be experienced in carrying out these 
provisions, but the application of them in the first instance to those 
who have not completed what is in Scotland a definitely marked 
standard of primary education will facilitate their operation and 
pave the way for further action in the same direction. 

In three or four of the rural towns of Scotland the School 
Boards have made bye-laws for compelling the attendance at 
continuation classes of children over the age of 14. Haddington, 
which has a School Board with progressive ideas, is one of these. 
The bye-laws at Haddington require attendance at the Continuation 
School for four evenings a week from 7.30 to 9.30 p.m., between 



REPORT ON CONTINUATION SCHOOLS. 1 7 

30th September and 31st March, with certain exceptions. These 
exceptions include those who attend the supplementary courses of 
the day-school for a limited period in the winter months; those who 
have passed the qualifying examination and are receiving suitable 
instruction in the crafts and industries practised in the district ; 
those who are being otherwise educated ; and those who are specially 
exempted by the Board. In practice, the compulsory principle has 
only been applied to those who have not gained the qualifying 
certificate before leaving the Primary School. 

Although the powers of compulsion vested in School Boards 
in Scotland are being only gradually applied, these powers are 
everywhere highly valued, and the complete application of them in 
the near future is looked upon as certain, and as the only solution 
of the question of extended education. The gradual and tentative 
exercise of these powers has been encouraged by the Scotch 
Education Department. In the circular to School Boards issued 
by the secretary, Sir John Struthers, containing a most valuable 
and comprehensive statement of the nature, scope, and intentions 
of a Continuation School system, it is pointed out that — 

Before applying compulsion every effort should be made by the provision of 
suitable instruction at convenient hours, by conferences with employers and associa- 
tions of workmen, and by co-operation with other agencies, to stimulate voluntary 
attendances. When compulsion is resorted to, it might be limited in the first instance 
to those who hive not received the minimum of supplementary course instruction 
before leaving the day-school. 

IV. 

CONTINUATION SCHOOLS IN SOME ENGLISH CITIES. 

Although no legislation for compulsory attendance is in 
operation in England, Continuation Schools have been very generally 
established. The securing of attendance is dependent, speaking 
generally, on (1) the charging of small fees, part or whole of which 
is refunded upon the pupil making a regular attendance throughout 
the school session ; (2) the making of the classes attractive by giving 
them a distinct connection with the trade of the pupils; (3) active 
co-operation on the part of the head-masters of day-schools in 
urging attendance upon pupils leaving day-schools; (4) and repre- 
sentations to parents by circulars and notices respecting the Con- 
tinuation School. These methods are followed by varying degrees 
of success in different cities, very much depending on the personal 
energy and enthusiasm of the official administrators. 

lS18c— B 



18 REPORT ON CONTINUATION SCHOOLS. 

There are, however, very few cities that can claim that 50 
per cent, of the pupils leaving the day-schools enter the Continuation 
Schools, and in the large majority the proportion is very much less. 
It is generally admitted, too, that the pupils who thus fail to 
continue their education are those who most need it, since they are 
those who drift into unskilled employment and find themselves a 
few years later with no qualifications that would make their services 
desirable. 

In most cities an endeavour is being made to make the 
Continuation School in reality continuous from the Primary School. 
In some towns stress is not yet laid on this point, the authorities 
being content to provide trade instruction for those who have 
actually entered the trades, but nothing to fill in the gap between 
the Primary School and the skilled employment in the trade. It 
is, however, just to fill this gap that the Continuation School is 
needed. 

The scheme of a few of the cities of England in which the 
true Continuation School is in operation will be briefly outlined. 

Manchester.— Manchester has a most completely co-ordinated 
scheme of evening schools. It is organised in all parts to provide 
for a systematically-graded course of instruction from the elementary 
school to the highest forms of instruction in technical, commercial, 
and domestic courses, without any overlapping, and without waste 
of time or effort on the part of the student. 

The whole scheme provides for three grades of evening in- 
struction. Leading on immediately from the advanced classes of 
the Primary School, are the evening Continuation Schools, providing 
a two years' course of instruction of three kinds — (1) a technical 
course, with practical mathematics and practical drawing, woodwork, 
and English in the first year, continued in the second year with the 
substitution of practical mechanics and physics for woodwork; 

(2) a commercial course, with commercial arithmetic, English, geo- 
graphy, and book-keeping or shorthand or correspondence in the 
first year, and continued in the second year except that commercial 
correspondence and office routine are substituted for geography; 

(3) a domestic course, with English, needlework, and cutting-out, 
cookery, and household accounts or vocal music or physical exercises 
in the first year, and dressmaking, home nursing, cookery, and 
English, or vocal music or physical exercises in the second year. 

No pupil is admitted to the first year of these courses unless 
his primary education has reached a satisfactory standard, and to 



REPORT ON CONTINUATION SCHOOLS. 19 

provide for those who are deficient in this respect a preparatory 
year's course is established. Every junior student is required to 
take the whole group of subjects included in the course he has 
chosen to follow. 

The student passes from these continuation classes into the 
branch technical schools, the branch commercial schools, the branch 
art classes, or the evening schools of domestic economy. In these 
he studies in graded courses of work for two years and then passes 
to the municipal -school of technology, or of commerce, or of art, 
or of domestic economy, where advanced instruction for two years 
more is provided for him. On satisfactorily completing this course 
the student receives a diploma. Commencing with a good primary 
education, the whole course leading to the diploma involves six 
years of evening study, but carried out under such an organisation 
there is no period of waste from which the student has to suffer. 
A marked feature of the various courses, and one that has much to 
do with the success of the scheme, is the close relation that is 
maintained between the theoretical and practical instruction and 
the type of occupation which the student is following. 

In Appendix A to this report the syllabus of work for these 
Continuation Schools is given. 

Leeds. — Leeds also has organised a very complete scheme of 
continuative evening instruction, definitely systematised to lead from 
an elementary standard to the highest grades of technological, 
commercial, and domestic instruction. The whole scheme is divided 
into four grades in each of four departments — technical, commercial, 
art, and domestic. 

In each department the first grade consists of the preparatory 
courses standing for a preliminary preparation, which is rigidly 
insisted upon before the student is allowed to enter upon the work 
of the second grade. The work of the higher grades is thereby not 
hampered by the presence of students who have not laid the 
foundation necessary to cope satisfactorily with the more advanced 
work. From the preparatory course the student passes into either 
the branch artisan schools, the branch commercial schools, the branch 
art schools, or young women's institute. From these again he enters 
one of the third grade of institutions, the advanced technical evening 
schools, the advanced evening schools of commerce, the central 
general preparatory school of art, or the central institute for women 
and girls. The technical commercial courses lead on to a fourth 
grade, which consists of lecture courses in the Leeds University, 



20 REPORT ON CONTINUATION SCHOOLS. 

In each of these departments, no encouragement is given to 
students to take individual subjects. When in any case this is 
allowed, the student is required to pay a much higher fee. As a 
rule, from which there are few departures, students must take up 
whole courses. They are thereby saved from the temptation to 
take up some single subject which appears to them to serve some 
practical purpose at the moment, while the course system secures 
the training that stands them in good stead at a later stage in their 
career. 

The term " Continuation School " is not used in the Leeds 
system, but the preparatory course of one year and the two years' 
course which follow upon it correspond with what is known else- 
where as the Continuation School. This work follows on from the 
Primary School, but at the same time is not marked by the degree 
of specialisation that is the main characteristic of the higher courses 
that follow at a later stage. 

The preparatory commercial schools are organised to give a 
good grounding in English, arithmetic, and mensuration, geography, 
and history and drawing. The schools' of the second grade give a 
two years' course in English, commercial arithmetic, commercial 
geography, commercial practice, and shorthand. Second-year stu- 
dents are allowed to take French in place of English and shorthand 
if their previous education is sufficient to enable them to study it 
effectively. 

In the technical grades the preparatory courses provide for 
a grounding in English, mathematics, freehand and instrumental 
drawing, woodwork, metalwork, and clay modelling. Following on 
this preparatory course are the schools of Grade II, which give two 
years' instruction of a general character, leading to all kinds of 
skilled artisanship. This is not specialised according to the needs 
of any one trade, but represents the knowledge and skill that lie at 
the foundation of all the technical trades. The courses, therefore, 
comprise practical mathematics, practical plane and solid geometry 
and hand-sketching, and English, continued throughout the two 
years, but with the addition of work in the mechanical laboratory 
in the second year. At the end of this course the student has 
acquired the notions that are common and fundamental to all the 
trades where skill of hand and eye is needed, and he is prepared to 
appreciate the principles that underlie his trade. Specialisation 
then begins, and in the future grades he may take up any of the 



REPORT ON CONTINUATION SCHOOLS. 21 

special technical courses in the sections of mechanical engineering, 
electrical engineering, building trades, chemical industries, or the 
printing crafts. 

This organisation of technical instruction by its orderly 
arrangement secures a continuity of progress and, therefore, an 
absence of educational waste. By providing that the boy is always 
properly prepared for the course of work, and the course of work is 
definitely arranged for a certain stage of the boy's progress, the 
teaching is saved from the discursiveness that is the bane of a badly 
organised system. There is, probably, no more fruitful source of 
educational loss and waste than the attempt to teach boys a subject 
for which they have not had the preliminary grounding. 

In the courses in the domestic arts for girls and women, the 
Continuation School section again connects the Primary School 
with the advanced and highly specialised sections. 

The preparatory course comprises instruction in English, 
needlework, artisan cookery, and hygiene and home management, 
and this elementary knowledge is insisted upon for every student 
before entering on anything higher. The two years' courses then 
include, in the first year, English, or household accounts and corre- 
spondence, needlework, cookery, or elementary dressmaking, or 
starching and ironing, and hygiene and home management, and in 
the second year, plain and fancy needlework, dressmaking, principles 
of health or home nursing, and millinery or cookery (more advanced), 
or laundry work. From these courses the girls pass on to the more 
advanced institutions with more highly specialised courses. 

Besides the three groups above mentioned, Leeds has also 
organised evening instruction specially for the advancement of 
industrial art. For this there are three grades of schools — the 
preparatory art schools, the branch schools of art, and for advanced 
work the central school of art. Throughout these grades attention 
is given to the relation and application of the principles and practice 
of art to industry. Here again no pottering with advanced work 
is allowed to those who have not satisfactorily prepared themselves 
in the lower grades. The course of study in the preparatory art 
schools is "so arranged that it may help the student to acquire at 
the beginning that quickness of perception and accuracy of expression 
which are essential to all successful art work." In the schools of 
the second grade the subjects of instruction include — 

(a) Drawing of common objects in daily use, with concurrent 
exercises in memory drawing. 



22 REPORT ON CONTINUATION SCHOOLS. 

(6) Elementary plant forms from nature and its application to 
elementary designs. Geometrical exercises with relation to 
design. Exercises in lettering with brush and pen. 

(c) Light and shade from casts, &c. 

(d) Elementary modelling in clay. 

(e) Elementary woodcarving. 

Throughout the course the student is reminded that the aim of the 
work is u the practical application of art knowledge to industry. " 
(See Appendix B.) 

Leeds has a total population of 491,000, much less than 
that of Sydney and its Suburbs, and it has 7,000 pupils in its evening 
classes. The Leeds authorities treat the whole question of evening 
schools very seriously, and insist upon the same attitude on the 
part of the students. No fees are refunded. Every effort is made 
to secure the attendance of students by interviewing employers of 
labour and securing their co-operation. As a result of this co- 
operation 800 students were added to the classes last year. An 
officer is set apart to interview parents of boys leaving school and 
to induce them to send them to evening school, and hundreds of 
circulars are sent to parents through the head masters of the day 
schools. When once admitted to the school no perfunctory work 
or attendance is permitted. Stringent regulations requiring punc- 
tuality and regularity of attendance and the execution of home- 
work are in force, and the student who fails to furnish adequate 
explanation of any continuous neglect in these directions is required 
to withdraw from the class. 

An effort to extend the co-operation of employers in the 
educational work of the evening schools is to be made in Leeds. 
It is proposed that there should be established in the near future a 
half-time system, or at least a quarter-time system, of training 
" between the workshops and the technical and art schools for 
apprentices connected with Leeds industries and crafts." What 
has been so far done shows a sympathetic attitude on the part of the 
employers. Many of them " refund a part or whole of the fees to 
those of their younger employees who at the end of the session 
have attended the schools regularly and worked well." Reports on 
attendance and progress of young employees are sent periodically 
to the employers, and in many cases result in increase of salary 
or promotion. In order to secure continuous attendance from the 
time of leaving the day school, pupils so attending are admitted at 
half the usual fee. 



REPORT ON CONTINUATION SCHOOLS. 23 

Halifax. — Halifax is a city of about 108,000 people, where 
textile industries and engineering furnish employment for a large 
proportion of the population. It has gained some prominence 
among English towns for its Continuation Schools on account of the 
proportion of the children leaving the day school every year who 
are induced to take up Continuation School work without any serious 
break. It is claimed that 65 per cent, of those who leave the day 
school at 13 years of age enter the Continuation School, and that 
80 per cent, of those go through the two years' course of the latter 
school. This is one of the best results obtained under the system 
of voluntary attendance. As the above figures show, out of every 
100 who leave the day school, 52 receive evening instruction for 
two years longer. The remaining 48 can only be regarded as 
insufficiently educated. 

In order to secure a result as good as is stated, much is due 
to energetic administration. The Director of the Continuation 
Schools every Saturday morning receives the names and addresses 
of pupils leaving school during the previous week. An officer 
visits their homes to persuade their parents to send them to the 
evening schools. Intimation is sent to the master of the evening 
school giving him the names of those who have undertaken to attend. 
If they fail to present themselves the officer calls again, and continues 
to do so till he secures attendance or finds the case hopeless. Boys 
are required to attend three evenings a week ; girls have the option 
of two or three evenings weekly. It is noteworthy that 75 per cent, 
of the girls enrolled attend for three evenings. 

Here, as elsewhere, both employers and trades organisations 
regard the work of the Continuation School with great favour, some 
of the employers allowing their apprentices to give two half-days a 
week in the daytime to the school work. The director of these 
schools states that the boys who attend them secure more rapid 
promotion in their workshops. 

The organisation of the instruction in Halifax much resembles 
that in other cities. A preparatory course is provided for those 
who have not acquired a sufficient primary education. Following 
upon this is a course of three years' work of a general character 
suitable for all trades. The pupil is then prepared for the specialised 
work of the trades school and technical institute. The commercial 
courses are similarly arranged to lead to the higher commercial 
work of the technical institute. The domestic course also continues 
for three years. 



24 REPORT ON CONTINUATION SCHOOLS. 

The taking of complete courses is practically compulsory. 
When in any special case a student is allowed to attend for a single 
subject, he is required to pay for it three times the fee charged for 
the whole course. 

Liverpool. — This city presents some features that distinguish 
its educational policy from that of other towns. The character of 
the vocational education of the city is largely determined by its being 
a commercial port trading to a great extent with foreign, and 
especially South American, ports. Commercial training consequently 
fills a large place in its educational scheme, and in the commercial 
schools special facilities are offered for the study of foreign languages, 
Spanish being the language most in demand. 

The hours of instruction are mainly determined by the hours 
of business. Lessons are given from 12 noon to 2 p.m., and are 
largely attended by men in offices who give part of their lunch 
hour to the study of languages. Other classes are held from 6 to 10 
in the evening. In these adult classes the " course " system is not 
largely adopted owing to the demand for individual commercial 
subjects. The language schools in Liverpool deservedly hold a 
high place in public esteem. The High School of Commerce is 
arranged for instruction during and immediately after business 
hours, and is availed of largely by adults, two-thirds of the students 
being over 21 years of age. 

The evening Continuation Schools receive pupils over 13 years 
of age, but a very large number of those now attending have reached 
adult age. Most of the evening Continuation Schools are of the 
commercial type. The courses arranged for the younger students 
provide for arithmetic, shorthand, English, and geography in the 
first year, with the addition of book-keeping in the second and 
third years. The industrial evening schools give two years' courses 
with arithmetic and mensuration, drawing, and English in the first 
year, and the same subjects with woodwork or elementary science 
in the second year. 

At Birkenhead, all students under 18 years of age are required 
to attend whole courses — that is, out of a list of related subjects in 
which instruction is available a certain minimum number, either three 
or four, according to the year of study, must be taken. A student, 
moreover, is only allowed to join the course for which the head 
teacher considers him qualified by his previous education. Students 
over 18 years of age are allowed to take individual subjects at an 
advanced fee. Encouragement to regular attendance and good 



REPORT ON CONTINUATION SCHOOLS. 25 

work is given by a system of free studentships. These are awarded 
to pupils for the second year of their course, if in the previous year 
they made 75 per cent, of possible attendances and satisfactorily 
completed the year's course, including the home-work required. In 
order to encourage attendance at the evening classes # as soon as 
possible after the pupil leaves the day school, free studentships to 
the preliminary evening courses are given to those who leave the 
day school after the end of the preceding year and have previously 
spent six months in the sixth standard. 

It may be noted here that throughout England and Scotland 
the fees are very low, usually ranging from a shilling to three shillings 
per session of twenty-five weeks, and many education authorities 
make the refund of part of the fee a reward for regular attendance 
and good work. The schools, too, hold one regular session in the 
year, during the winter months, from March to September. In 
some centres special summer courses are arranged, but the attendance 
at these is comparatively small. It is generally considered that the 
long summer twilight is unfavourable to evening school attendance, 
and that the hours of labour would make the strain of continuous 
attendance throughout the year too severe. 



THE GERMAN CONTINUATION SCHOOL. 

Germany is the home of the compulsory Continuation School. 
The idea of education as a State function is an old one in Germany. 
Whereas England has made education compulsory for little more 
than forty years, obligatory attendance at school has been known 
in some German States for 150 years. It was natural, then, that 
when German commercial and industrial development called for a 
widespread system of commercial and industrial training, she should 
apply the compulsory principle to that system. That a boy, after 
he finishes his day-school course at 13 or 14, should still receive 
school instruction collateral with his daily work is not argued in 
Germany. It is regarded as a public necessity. 

At the same time the German type of Continuation School is 
not exactly suited to Australia. In the first place, apprenticeship 
to definite trades begins at an earlier age there than here. German 
boys are often apprenticed at 14. The result is that the Continuation 



26 REPORT ON CONTINUATION SCHOOLS. 

School is often a trade school, giving instruction suitable for the 
trade apprenticeship which the boy has begun. He has definitely 
selected his calling, and having selected it, it is likely to be his 
calling for. life. Not so the Australian boy. Here not only is 
apprenticeship delayed, but there is a great deal more transition 
from one calling to another. The Australian boy must be more 
adaptable. 

Again, the German system, especially that of Prussia, makes 
a clear division between theoretical and practical training. The 
Continuation Schools in the north of Germany, Prussia particularly, 
combine very little workshop practice with the work of the school- 
room. This arrangement has not passed without criticism from 
the Germans themselves. Dr. Kirchensteiner, of Bavaria, where 
manual training accompanies the other work of the school, is specially 
severe upon the Prussian neglect of handwork in the school. There 
can be no doubt that when the only hand-training is that obtained 
in the employer's workshop, skill is obtained in the limited field 
within which the boy for the time is most useful to the employer, 
but there is a loss from the want of a wider practice that gives a wider 
range of manipulative skill, as well as the loss of the benefit that 
comes from practical work carried out in such a way as to give the 
boy interests that lie outside the narrow limits of his daily toil. 

Berlin has a system of voluntary Continuation Schools, but 
since 1905 it has also established obligatory schools which must be 
attended by those who do not attend the voluntary schools. Fees 
are charged in the voluntary schools, while the obligatory are free. 
The capital city was one of the latest to adopt the compulsory 
system. It was first applied to the small trades and gradually 
extended to the larger trades, though in some of the latter con- 
siderable difficulties were met with. In the textile industry, for 
example, the skilled worker could not dispense with the assistance 
of the boy, whose withdrawal would involve the stoppage of his 
machine. To meet these cases the evening Continuation School 
was tried, but the fatigued boys did not benefit much by the instruc- 
tion. The plan was then changed to provide for school work 
terminating before 8 a.m., and supplementing it by school attendance 
on Sunday morning before the church services began. In other 
cases, the boys attend in their employer's time either for one hour 
a day for two hours on three days weekly. There appears now 
to be a general agreement among employers that this is a satisfactory 
arrangement. 



REPORT ON CONTINUATION SCHOOLS. 27 

Under the municipal law of Berlin, teachers are required to 
supply the authorities with the name, age, and address of every 
boy who leaves school, and municipal officers then see that he 
attends school. It is stated that only 2 or 3 per cent, of the boys 
now give any trouble in this respect. In enforcing compulsory 
attendance the employer is primarily held responsible. In cases 
where this method fails, the parent is penalised, or as a last resort 
the boy himself is punished by arrest or fine. 

In Berlin a distinction is drawn between the boys engaged 
in unskilled occupations and those in the skilled trades as far as 
the range of instruction is concerned. Singularly, the unskilled 
boy has his school work confined to German and arithmetic. 
" German " includes a great deal of useful miscellaneous knowledge, 
but it appears strange to find that the unskilled boy should not be 
instructed in drawing or bench work, or other form of handwork 
by which he might eventually become adapted for skilled employ- 
ment. Manual work is not generally found in the Primary Schools 
of Berlin. 

In the free Continuation Schools of Berlin there are 32,200 
pupils, while the cost to the municipality is £65,000 a year. About 
12,000 of these pupils belong to the " unskilled " class. These 
unskilled boys take three years' courses in the Continuation Schools. 
Though the studies for this long period are confined to German and 
arithmetic, the wide range included under these subject-titles gives 
a fairly extensive scheme of instruction. Historical and geographical 
knowledge, instruction in hygiene, and the discussion of such subjects 
as the franchise, life assurance, and factories are included under the 
name of German in these schools. 

The syllabus in German adopted in one of the Berlin Continua- 
tion Schools and given in Appendix (C) will indicate the nature of 
the instruction. This syllabus is one which its author urges should 
be imposed upon all the schools for the unskilled boy labourers in 
Berlin on the ground that the training of these boys is not affected 
by local conditions, and the great extent to which boys move their 
residences from one suburb to another makes a uniform programme 
necessary. The strength of this programme, as a study of it will 
show, lies in its emphasis upon the claims of citizenship, while its 
weakness appears in the lack of any form of training that is specially 
designed to turn the unskilled into the skilled workman. 

It is in the south of Germany, and especially in Bavaria, 
that the highest type of Continuation School is found. The city of 



28 REPORT ON CONTINUATION SCHOOLS. 

Munich has furnished an example that is influencing to a large 
degree all the Continuation School systems of Europe. The organisa- 
tion in Munich is the result of the ability and enthusiasm of the 
Director, Dr. Kirchensteiner. Several accounts of the Munich 
schools have been already published, but the main outlines of the 
continuation scheme as obtained in a personal interview with Dr. 
Kirchensteiner may be given here. 

Munich carries the principle of compulsory attendance to the 
furthest possible limit. While the State law for the whole of Bavaria 
compels attendance up to 16 years of age, the bye-laws of the city 
of Munich have extended the age to 18 years for boys, leaving the 
limit of 16 for girls. The boys are required to attend for one whole 
day of nine hours every week. Formerly two hours' attendance 
daily was required, but the plan did not work well, and the arrange- 
ment of one whole day a week is found to interfere as little as is 
possible with business. Employers were at first opposed to the 
compulsory system, but now they find that the schools make the 
boys more competent and the opposition is withdrawn. The obli- 
gation to attend is included in the terms of apprenticeship of all 
boys under 18 years of age. Dr. Kirchensteiner considers that in 
the future one-half of every working day will be devoted to Con- 
tinuation School work. It is claimed that 93 per cent, of the 
population of Munich between 6 and 18 years of age are to be found 
in schools of some kind, the remaining 7 per cent, being accounted 
for by the fact that the girls are allowed to cease attendance at 16. 

One of the chief aims of Dr. Kirchensteiner is to qualify the 
youth of the city for some form of skilled employment, and to get 
the unskilled work done by women and old men. For some years 
past he has been advocating that by law no German child under 
18 years of age should be permitted to enter into any unskilled 
labour. Although drastic legislation of this kind has not been 
secured, the object for which it is proposed is being realised to a 
large extent already. As a result of the extension of the Continuation 
School, it is claimed that 95 per cent, of the boys passing through 
these schools now enter a skilled trade. 

In opposition to the ideas of the Prussian educational 
directors, Dr. Kirchensteiner makes handwork an essential feature 
of his Continuation School work. He discriminates, in the first 
place, between the boys who have entered into a skilled trade and 
those who have not. For the former, the occupations of the school 
gather round the trade of the boy, and the Continuation School 



REPORT ON CONTINUATION SCHOOLS. 20, 

becomes for that class in reality a trade school in which, along 
with instruction in German, arithmetic, and civics, the pupil receives 
a training in the practical work of his trade. For the boys who 
have not yet entered a skilled trade the Continuation School proper 
is provided. In these the instruction consists of manual training, 
German literature, civics, and arithmetic. It is through the manual 
training upon which the Director strongly insists that the boys 
acquire first an interest in occupations that call for skill of hand 
and then an intelligent appreciation of good work. Every school 
has its workshop, the instruction comprising work in both wood 
and metal. The aim is not to teach the boy a trade, for the selection 
has not yet been made, but to teach him what good work means, 
and get him thoroughly interested in it. The selection of a skilled 
trade soon follows and the pupil passes into the trade school. 

Dr. Kirchensteiner attaches the greatest importance to the 
teaching of civics in these schools. He claims that the part which, 
at a later stage, the boy has to play as a citizen requires the 
attention of the school quite as much as what he has to do as an 
artisan. Instruction, therefore, is given with much thoroughness 
upon the moral, social, and public claims that society makes upon 
its members, and much reliance is placed upon the influence which 
the work of the school, and especially of the school workshop, 
exercises upon the character of the pupil. 

The Munich Director has modified the work of the last year 
of the day schools in accordance with the principles that govern 
his Continuation Schools. In the eighth year of the day school, 
when the pupils are approaching 14 years of age, four hours a week 
are given to manual training, four hours to drawing, and four hours 
to elementary science with simple laboratory practice. In this 
way the day school is made to exercise the same influence on the 
boy and shape his career in the same way as the Continuation School. 

This account so far has referred to the training which Munich 
gives to those who are to be its skilled artisans. It is a city of 
numerous and varied industries, and mechanical occupations absorb 
the larger number of its youthful population. But equal attention 
is given to those who enter business callings, and while these usually 
remain longer at the advanced day school, Continuation Schools 
for them are established. Similarly, girls are provided for. Munich, 
which is a city with a population approximating that of Sydney 
and its suburbs, has about 10,000 girls in its Continuation Schools, 



30 REPORT ON CONTINUATION SCHOOLS. 

receiving instruction for three hours a week. Of these, about 6,500 
receive instruction in domestic science, about 2,000 in commercial 
work, and about 1,000 in trade work. In the near future it is 
proposed to increase the weekly period of school attendance for 
girls. 

VI. 

SUPERIOR PUBLIC SCHOOLS AS DAY CONTINUATION 

SCHOOLS. 

Before dealing with the institution of Evening Continuation 
Schools in New South Wales, I propose to briefly outline a plan for 
giving to some of the Superior Public Schools of this State the 
character of the Day Continuation School. 

The Public Instruction Act provides among the schools which 
may be established and maintained, " Superior Public Schools in 
towns and populous districts in which additional lessons in the 
higher branches of education may be given." Thirty years ago 
when the Act was passed, the need was recognised for a type of 
school which should provide some education beyond the strictly 
primary grade and be intermediate between the primary school 
which supplied the necessary minimum of education, and the High 
School in which the instruction should be " of such a character 
as to complete the Public School curriculum or to prepare students 
for the University." In this respect the Superior Public School 
has rendered very useful service. Its work has corresponded in a 
general way to that of the Higher Primary School in England and 
to that of the Supplementary Courses in Scottish Schools. S 
Superior Public Schools have gradually extended the scope of their 
instruction until they have become practically High Schools. On 
the other hand, some of these schools have formed advanced classes 
which were too small to justify the recognition of these schools as 
belonging to a separate type. Actually, the Superior Public School 
has been nothing more than an extension of the Primary School, 
carrying the instruction in primary school subjects to a somewhat 
more advanced stage. There has been nothing in the specific aim 
of the Superior Public School to differentiate it from the Elementary 
School on the one hand or the High School on the other. The 
Superior Public School lacks a definite character and purpose, beyond 
the very elastic purpose assigned to it in the Public Instruction Act. 
As long as this is the case, an element of ineffectiveness exists in the 
public education scheme of the State. 



REPORT ON CONTINUATION SCHOOLS. 31 

The need for a type of school in advance of the primary, but 
not of the nature of a High School, is evident, and the need will 
increase with the growing recognition of the fact that children cannot 
be educated sufficiently up to the age of 14 to meet the require- 
ments of modern, industrial, and commercial life. For those who 
must leave the day school and enter some employment at that age, 
the part-time or evening school is of necessity the only resource; 
but for the large number of boys and girls who can defer their entry 
into employment for one or two years longer, and can, therefore, 
give this additional time to school work, the intermediate school is 
required. The Superior Public School should, therefore, have its 
character determined by the special needs of that class of pupils. 

This being so, it should be the object of the Superior Public 
School to bring the pupil into direct contact with the working world. 
The instruction should be directed to practical conditions as they 
exist around him. The direction given to his studies, either by the 
voice of the teacher, or by the books in his hand, should turn his 
mind to what is going on -outside the school. The Superior Public 
School needs to be the entrance way to the busy work of life. It 
is what men and women have to work at, and work with, and think 
about, that should determine the studies of the boy and girl of 14 
years of age, who can give only another year or two to the preparation 
of the school. In a word, the Superior Public School should be of 
set purpose, vocational, initiating the pupil into the elements of 
wage-earning work. 

If this is to be the character of the Superior Public School, 
its correspondence with the aim of the Evening Continuation School 
is at once apparent. It becomes a Day Continuation School. It will 
give to the pupil who can give all his time to school work the same 
kind of preparation for a career that is given to the pupil in the 
Evening School. But while the evening school pupil has only six 
hours instruction weekly, the day school pupil will have twenty- 
five, and consequently the instruction in the Day School, while the 
same in character and aim, will be much more comprehensive and 
complete. 

In the Primary School, instruction in the elements of reading, 
writing, and arithmetic, and the most general and fundamental ideas 
in geography and history have been imparted. The pupil has, at the 
age of 14, the necessary tools for his education. The time has then 
arrived to leave behind the study of reading as mere reading, or 



:: REPORT ?N rONTJWITATION SCHOOLS 

: : ;ri::' is mere geography, and to bring his school studies eee: 
dire:: relation with the working conditions of the world about him 
These conditions do not divide themselv^ into compartments ::r- 
responding to the 5 a bjects : : the primary sc h : e 1 Th ey ire err er_ e e i 
onahi.: I : taDy differ er_e . The citizen and the w : rfc ens : : n : erne d 
not with aiithrneti: ererereer and geography but with sncfa 
subjects as the materiale used in indies:-- the :: :_:- :: industry snd 
how to handle them, the processes Lhroogh which these hi j jUimIb 
pass to make them useful, the iietribution of trade, the keeping of 
accounts, the transportation :: goods die methods :: exchange 
the management of corresponded : - the public institutions :: tfae 
country These ire the interests into which the boy is about :; 
enter. They can neither be dbssmed in the ::eee. bdmsions 

of school subjects, nor can ~\\-" I r left : : : - QicideTttaTIy : : f aha] s 
accidentally treated in 3Kmecti a with lessons jh ardmai :...::. 
subjects bat yet they are the great interests t« which the : :; whc 
is about to enter the world, should be intr adi - i 

The topics mentioned above furnish material for life-long 
consideration, and depend upon the knowledge gained from pract: 
7 : : | erience for the full understanding of them In jl sense they are 
subjects for men. But the boy can be introduced to tier" At 
the age of 15 he can get an initiation into them :: :he eeree e .. . . :ha: 
he may receive in the High School :r_::» the language study that 
enables him as a man :; become a dassk ! _:lar, or intc the 
mathematics which afterwards in maturer years enable: tc 

become a 5 denti&c engineer The fact that classics and ree:e.rree 
are subjects of itndy for men does not prere \ boy :-. 

introduced to them. It is a : -.- : S i . laptatk n : fi in 

Smfiar : ejus iderat e;e arise gard fcc the educati 

pds The leererT 5: s ;: :;_t woman in the practical art :: lr 
e^:her round the mie.ee em art if the home die treatment : 

. .._ldren, the care of th -: the 7 ; :r.:;ee::e^ use :: h Lseh 

material, the preparation of mod the roestkm :: Nothing 
expenditure of household in: :r_ee the : el:: e: :: :: grace audi .' 
in the home and its sure : an im e 5 These e : e:e_ ee s subjects 
cannot be classified or dealt with ee ler the ] 
school time-tat E e 

Lastb Lt by no m - . .- _-: ; " : : : :eee .-" - th - ::. : e - . 
material for eche ration it this - \ . • let there be . 

various centres of interest the ex: ::: :oustaiith -\- 



REPORT ON CONTINUATION SCHOOLS. 33 

pupil's knowledge of the literature of his mother tongue as the 
source from which ideas of a wider world than his own may be 
gathered. 

I: Superior Public Schools had for their specific aim the 
instruction of boys and girls from 14 to 16 in such knowledge and 
manual work as would serve as an introduction to the grown-up 
interests such as are mentioned above, these schools would not 
merely be of a type clearly defined, but also such as would render a 
valuable service to many young people who would otherwise take 
up their life's work very inadequately prepared. 

The practical question now arises, how can this kind of 
instruction be adapted for schools so that the scholars of 14 and 
15 years of age may be introduced to these fields of study? What 
are to be the " subjects " of instruction? In the first place, there 
are three separate groups of vocational interests, — those which con- 
cern industrial work, those which are commercial, and those which 
relate to the home. A corresponding differentiation in the school 
organisation is therefore called for. 

The following list of subjects would comprise such instruction 
as indicated above : — 

1. English. 

2. Trade arithmetic. 

Trade processes ^elementary mechanics . 

4. Tools and bench work in wood and iron. 

5. History of invention. 

6. Elementary Science. 

7. Drawing. 

8. Commercial arithmetic. 

9. Commercial products. Raw material and process of manu- 

facture. 

10. Business practice. 

11. The elements of banking and investment. 

12. Methods of manufacture — visits to factories. 

13. Transportation — shipping, roads, railways. 

14. Climatic influence on trade. 

lSlSo— c 



34 REPORT ON CONTINUATION SCHOOLS. 

Dealing with the industrial course first, the following is the 
bare outline of such a course : — 

1. English. — Reading of a few books each year of literary value ; 

others for their technical and informative value. Writing 
of descriptions of what is discussed in other lessons or seen 
in the visits paid. Letter-writing. Making of summaries. 
Working up of notes. 

2. Elementary mechanics and fundamental notions of chemistry. 

Study of common apparatus involving and illustrating 
scientific principles. Parts of machines. 

3. Trade arithmetic. — Measurements. Areas. Volumes. Use of 

formulae. 

4. Industries. — Raw materials. Places of production. Methods 

and general conditions of production. Process of manu- 
facture. Bearing of science upon industry. Inventors and 
their inventions. Visits to factories. History of the 
growth of industries. Their geographical distribution. 

5. Bench work. — Use of tools. Materials. Elementary prin- 

ciples in the handling of tools. Bench work in wood and 
iron. Lathe work. 

6. Drawing. — Practical geometry. Use of instruments in exact 

measurement. Making of rough sketches. Drawing to scale. 
Reading of blue prints. Plans and elevations for bench 
work. Sections, 

7. Civic obligations. — Public and domestic and personal hygiene. 

Physical training. 

The following is a similar outline of a commercial course : — 

1. English. — Reading of books of literary value. Commercial 

correspondence. Practice in descriptive writing. Making of 
summaries. Expanding of notes. 

2. Arithmetic. — Based on ordinary commercial transactions. 

3. Business principles and practice. — Elements of book-keeping. 

Forms. Filing of correspondence. Use of the card system. 

4. Trade and transportation. — Centres of trade. Commercial 

products of various countries. Conditions surrounding their 
production. Means of transport. Means of communication. 
Railway systems. Waterways. 



REPORT ON CONTINUATION SCHOOLS. 35 

5. Elementary economics. — Money. Wealth. Factors of pro- 

duction. History of the nineteenth century. 

6. Drawing. — Making of rough sketches. Drawing to scale. 

7. Civic obligations. — Public, domestic, and personal hygiene, 

and physical training. 

Domestic Course. 

1. English. — Reading of books for their literary value. Lives of 

some notable women. Descriptive writing. Letter- writing. 

2. Plain Cookery. — Choice of foods. Elementary chemistry as 

applied to food and cooking. 

3. Public, domestic, and personal hygiene. 

4. Household accounts. — Expenditure of household income. 

Savings Banks. Simple Interest. Considerations making 
for economical management. 

5. Laundry work. 

6. Care of children and of the sick. 

7. Household management. 

8. History of the nineteenth century. 

It may be urged by the adherents of traditional forms of 
education that all this is utilitarian and materialistic. In so far as 
these terms imply that the cultivation of standards of thought and 
conduct, and the production of the better type of citizenship are not 
involved in this instruction, the charge would not be true. It is 
true, however, that this scheme discards the idea that mental training 
can be gained and intelligence developed by the study only of 
subjects that are comparatively useless in their bearing on the 
business and concerns of every-day life. This scheme introduces 
the students to those great human relationships out of which grow 
all that is noble or ignoble in character according to the way in 
which the individual has been trained to regard them. It places in 
the hands of the teacher opportunities to build up practical ideals 
of conduct, and handled aright should lead the young students to an 
intelligent citizenship. 

It has further to be remarked that the courses outlined here 
are not distinctly technical in character. They do not presuppose 
that a boy of 14 has determined what his future career will be. 
They, however, do lay the foundation for the more specialised and 



36 REPORT ON CONTINUATION SCHOOLS. 

technical work which must follow when, at the age of 15 or 16, he 
leaves school and definitely takes up his chosen employment. The 
essential aim of these courses is to send the pupil out to his work 
with an intelligence trained by his having had to think about 
subjects that will touch him at every turn, and with some 
enlightened outlook over the whole field in which his work mil lie. 

It is unfortunate that one cannot point to a country in which 
this scheme is carried out in its entirety. The purpose it has in 
view is indicated in the Supplementary Courses of Scottish Schools, 
and in some American Primary Schools a serious endeavour is being 
made to give this vocational trend to the higher work. The prin- 
ciple underlying these proposals is struggling intoconcre te form in 
various countries. The main question, however, is, will it help the 
young persons of New South Wales who are staying at school for an 
additional one or two years to prepare themselves for life? The 
writer thinks it will. 

With these guiding principles to determine in the manner 
indicated what shall be the general character and aim of the Superior 
Public School as distinguished from the Primary School on the one 
hand and the High School on the other, the way is open for the pro- 
vision of a type of school that will round off the education of many 
boys and girls who at present pass their last year at school in a 
somewhat aimless fashion. Instead of the sixth and seventh classes 
of our Superior Public Schools being attended by pupils who are 
simply v/aiting for positions to turn up, these pupils, and their 
parents also, will recognise that the school has something to give 
them that will make it worth their while to remain at school with a 
serious purpose in view. 

In organising the Superior Public Schools of the State on 
these lines, one important consideration will need to be kept in 
view as far as those of Sydney and Newcastle are concerned. There 
are thirty-five Superior Public Schools in Sydney and six in Newcastle. 
For the sake of economy of teaching power, and to secure greater 
concentration upon the specialised work of the school, each Superior 
Public School for boys should be confined to one course only, the 
commercial or the industrial. It will become necessary to select 
certain of these schools to carry on the commercial courses and 
certain others for the industrial courses, and pupils who gain the 
qualifying certificate at the end of their primary school course may 
then pass to the school which gives them the t} T pe of instruction 
best fitted for the career they are likely to adopt. 



REPORT ON CONTINUATION SCHOOLS. 37 

Until the number of High Schools is increased, it will be 
found necessary also to retain some of the Superior Public Schools 
to carry out courses of work corresponding to the first and second 
years of the High School, but the number so retained need not be 
large. 

Under these proposals the Superior Public School will be the 
link between the Primary School and the Trade School or the 
advanced Commercial Evening School. It will become a Day 
Continuation School, offering an inducement to pupils to continue 
their education to a stage at which they can enter into employment 
with a more developed intelligence, and with less tendency to drop 
into occupations in which no skill is required. The general result 
will be an increased capacity for work requiring skill and intelligence. 



VII. 
COMMENTS AND RECOMMENDATIONS. 

I now propose to indicate, as briefly as possible, what appear 
to be the most appropriate lines of action for this State with regard 
to Continuation Schools for wage-earners, and to state in general 
terms the considerations that bear upon the character and working 
of a Continuation School system. 

The Continuation School must in the first place be really 
continuative. It should deal with the boy and girl immediately 
upon their leaving the Primary School, and build upon the finished 
work of the Primary School. Every month that is allowed to 
elapse between the end of the primary course and the beginning of 
Continuation School attendance involves a waste and loss not merely 
injurious to the pupil but expensive for the State, in that the loss 
has to be made good before further advance is possible, and the 
State has to do its work over again. 

Any scheme of Continuation Schools on a voluntary basis 
needs, therefore, some means by which influence can be brought to 
bear upon the pupil and parent at the period when day school atten- 
dance is about to terminate. At this stage the influence of the 
principal of the Day School should count for much. His advice 
should help to determine the pupil in joining the type of Continuation 
School that is suited to the career he is likely to choose. 

To help further in this direction, the Department should, in 
every locality where a Continuation School is established, place a 



38 REPORT ON CONTINUATION SCHOOLS. 

leaflet of advice in the hands of every boy and girl leaving the Primary 
School, and in the hands of their parents a circular that will point 
out what schools are available, what kind of instruction they supply, 
and the advantages to be gained by attendance at them. An active 
canvass on the part of the Department should aim at saving the 
child of 14 from dropping the work of self -improvement upon his 
beginning to earn a wage. 

So long as the Continuation School rests upon a purely 
voluntary basis, it cannot do its part towards fulfilling the purposes 
that lie at the root of the whole conception of education as a function 
of the State. A system of voluntas attendance will secure the 
training of the few who have grit and ambition to excel; it will not 
touch the large number who lack that ambition and are the feeblest 
both in ability and in character. Until the system reaches these, 
there can be no such widespread effects as will put a stamp on the 
community as a whole. Under the most favourable and exceptional 
operation of the voluntary system in England, 50 per cent, of the 
youths leaving school enter life with no more educational foundation 
for a career than has been obtained by the barest minimum of elemen- 
tary school attendance. On the other hand, in some German cities, 
not more than 7 per cent, of the youth go into the world without a 
superstructure of training specially fitting them for service and 
productive work. This disparity must tell in the results of industrial 
competition. 

The experience of Scotland, Germany, and the United States 
has led these countries to the conclusion that the extension of com- 
pulsory attendance beyond the limits of the Primary School is 
absolutely necessary. It is impossible to escape the same con- 
clusion if any more than a superficial view of the conditions in 
New South Wales be taken. The fact is, perhaps, emphasised when 
it is considered that a young community is growing up here under 
conditions of life at present so easy that energies of mind and skill 
of hand and virility of character are not being drawn upon to an 
extent that the future is sure to demand. 

The very practical question then arises, if compulsory atten- 
dance upon advanced education is indispensable, what should be 
the nature and extent of the compulsion, having in view all the 
existing conditions? 

In the first place, I would urge that it is not advisable to 
make attendance upon purely primary school work compulsory 
beyond the age of 14 for those who have obtained by that time 



REPORT ON CONTINUATION SCHOOLS. 39 

the degree of education that any ordinary child up to that age can 
master. The attempt to continue school instruction beyond the age 
when an ordinary primary school course is completed without 
changing the character of that instruction has led to a great waste 
of educational effort. It would be very undesirable to prevent boys 
by law from going to work at 14 years of age. As a rule, the boy 
and girl are entering upon a new stage of their lives at this age. 
There are new capacities, a new sense of power, a new foresight, and 
a new outlook on the world. The attempt so often made, and too 
often made successfully, to throw off parental control is one of the 
symptoms of this change. To compel attendance of young persons 
of this age at a school which simply lengthens out without modi- 
fication the primary school work is altogether to be deprecated. 

If this is a sound contention, what should be the nature of 
the school at which attendance should be compelled? An answer to 
this question will be simplified if the pupils who complete a primary 
education by the time they reach 14 are classified according to their 
probable future prospects. Looked at in this way they consist of — 

1. Those who are prepared to give three or four years more for 

a general secondary education. 

2. Those who remain at a day school for one or two years 

without wage-earning employment. 

3. Those who enter into employment as soon as they leave the 

primary school at 14 years of age. 

For the first of these groups the High School is provided, 
and attendance there will carry them to their seventeenth year. 
The remodelled Superior Public School will satisfy the second group. 
It is with the third group that the Evening Continuation School 
is concerned, and it is especially with the third group that the question 
of compulsory attendance arises. To prohibit boys and girls at 
this age from entering into any employment by compelling their 
attendance at full-time day schools would confer a very questionable 
benefit. It cannot be overlooked that well directed work in which 
the boy's interests are gathered by the reward he gets in wages can 
be made into an educational instrument of great value. The 
arguments for the Continuation School do not rest on the undesir- 
ableness of work at the age of 14. They do rest, however, on the 
undesirableness of having wage-earning work dissociated at this age 
from the training of the mind and the hand, and from those educa- 
tional influences that are specially powerful at this plastic period 



40 REPORT ON CONTINUATION SCHOOLS. 

of the pupil's life. The Continuation School is not devised to prevent 
a boy or girl from taking up employment at 14 years of age, but it is 
devised to carry on his education parallel with his employment, and 
to make that education of such a kind as will make him both an 
efficient worker and an efficient member of the community. It is 
devised to use his present or prospective interests in his career as 
a centre for the special kinds of training that can only be given in 
these receptive years of adolescence — that training which he was not 
fitted to receive earlier, and which he is not likely to receive later. 

Another consideration is that if a boy has taken up a definite 
calling, the characteristic work of the Continuation School soon 
acquires an interest for him in that he sees its bearing upon his 
daily work. To him the school and the workshop become insepar- 
able. In fact, the Continuation School gains rather than loses from 
the fact that its pupils, who are in it for only a portion of their working 
day, are engaged in wage-earning employment for the rest of the day. 

The object to be aimed at by any legislation affecting atten- 
dance, therefore, is simply that the pupil's education should not end 
at 14 years of age. It is not necessary that he should be prevented 
from taking employment at that age, though it might be necessary 
to limit the hours during which he can be employed. It is then 
to be clearly understood that the Compulsory Continuation School 
implies compulsory continuance of education, but not compulsory 
postponement of employment. 

There can be little doubt that without compulsion the educa- 
tion of many does end at 14 years of age. 

The question of compulsion at once raises the further question 
of working hours. It is found in England, where there are ten or 
more working hours a day, that pupils reach the evening school at 
the close of the day too tired to profit by the instruction. It is only 
here and there that employers allow part of the school time to be 
taken out of the working hours. Even with a working day of eight 
hours, it cannot be considered that a fair demand is being made upon 
boys that they should then give up their evenings to school work. 
The few who are studious and enthusiastic will do it successfully; 
the many will find it too irksome to put their energies into it. 

The best results will, of course, be obtained when part of the 
day time is given to the school work, as is done in several parts of 
Germany. There the opposition that was shown to the movement in 
the first instance has gradually disappeared, as employers discovered 



REPORT ON CONTINUATION SCHOOLS. 41 

that the increased efficiency of their young employees resulting from 
their school attendance more than compensated for the loss of their 
services for the short time needed, and for the inconvenience to 
which they were put. The favourable attitude of the employers 
was further advanced by the fact that the school relieved the 
employers of some of the obligations imposed upon them by the 
apprenticeship system. 

A difficulty arises in the administration of a compulsory 
system. Upon whom is the penalty for non-attendance to fall? 
Upon the employer, upon the parent, or upon the pupil? It will 
be seen that in the Scotch Act the liability of the parent is limited. 
The penalty only falls upon the parent who " by wilful default, 
or by habitually neglecting to exercise due care has conduced to the 
commission of an offence under this Act." This is an evident 
recognition of the fact that the partial freedom from parental control, 
which the boy gains upon his entering employment, makes it impos- 
sible to place the whole responsibility for a boy's non-attendance 
upon the parent. The parent who can show that he has made every 
effort to secure his child's attendance cannot be reasonably penalised 
for failure then arising. 

Again, the penalty cannot be easily imposed upon the boy 
or girl by direct means. If it were attempted, the boy of 15 or 
16 years of age, forced into school by such means, would probably 
do very little good at the school for himself, and might become 
a hindrance to the work of his class. By indirect means, how- 
ever, pressure can be brought to bear upon young persons who 
are in employment by making it obligatory upon employers to 
retain in employment only those who within specified ages attend 
the Continuation Classes. The obligation to attend and to make 
good use of his attendance is then linked to the boy's interests in 
his employment. The employer becomes the medium of compulsion. 
By the Scotch Act employers may be forbidden under penalty to 
employ persons of Continuation School age at hours when their 
attendance is required, or for any number of hours which, added 
to the school hours, will exceed certain specified limits. But while 
this provision exempts a young person from work, it does not secure 
his attendance at school. It does not reach the actual defaulter. 

The English Consultative Committee considered this feature 
of the case, and advises a more stringent provision that will bear 
upon the young persons themselves. In addition to requiring 



42 REPORT ON CONTINUATION SCHOOLS. 

employers to furnish the names of their young workers, and to arrange 
the time necessary for attendance, the Committee proposes : — 

That regular attendance at Continuation Classes should be an absolute 
condition of employment in the case of such young persons either resident or 
working in the area. As evidence of regular attendance at a Continuation School, 
the Local Education Authority should have the duty of providing all young persons 
with cards, upon which the head master of their Continuation School would (at 
intervals, of say, a fortnight) record their attendances. These cards would provide 
the necessary evidence of attendance. By periodical examination of these cards, 
the employer should be required to satisfy himself that the prescribed attendances 
were being made by each of his young workers, and he should be subject to a penalty 
if he continued to employ any one who failed to make the prescribed attendances. 

Some such plan would meet the case of those young persons 
engaged in regular employment. There would still remain some 
whom none of these plans would reach. There can be little doubt, 
however, that it is by making employment contingent on attendance 
that the compulsory principle can be most effectively employed. 

The question of restricting the hours of labour in order to 
admit of school attendance is one that can only be determined in 
the light of the conditions that prevail in the various industries. 
It is a matter for consideration how far it is necessary to curtail 
working hours, how far such curtailment would affect wages, to 
what extent the absence of the young workers during working hours 
would in any industry interfere with the adult workers in the industry, 
whether industries can be selected for the application of the com- 
pulsory law. 

The whole question of compulsion is, therefore, a very com- 
plex one, too complex to admit of the immediate establishment of 
such a compulsory system as will secure all the aims of a thoroughly 
complete Continuation Schoo] scheme. In Germany, where it has 
been developed to the highest degree, the position at present has 
only been reached by a gradually advancing public sentiment, and 
a gradual expansion of powers conferred by legislation. This has 
been the case among a people much more accustomed than are 
English speaking peoples to have their liberties curtailed by various 
kinds of legislation for the sake of the general good. 

When legislation is brought about in this State, the first 
purpose it will have to fulfil is to enable young persons who attend 
Continuation Schools to do so in daylight hours. Any law which 
compels a boy to attend at night after a day's work has been done is 
likely to be as incomplete in its operation here as it has proved to be 



REPORT ON CONTINUATION SCHOOLS. 43 

in other countries. The endeavour on the part of young people now 
to attend school for three nights a week for two hours each night 
involves a considerable strain, especially since the rightful claims of 
military training absorb an additional evening of the week, and the 
" late night " for shops frequently occupies another. As is stated 
elsewhere in this report, in Munich, where compulsory attendance to 
18 for boys and 16 for girls is demanded and enforced, the whole 
of the day's work, including school attendance, is over by 7.30 p.m. 
Any scheme which would make possible even a voluntary attendance 
under daylight conditions would go far towards the desired end. 
The numbers who are now in Evening Continuation Schools here, 
notwithstanding the disadvantages of night attendance, are an 
indication of a widespread readiness to gain a further education if 
it can be got under reasonable conditions. 

The next aim of legislation would be to secure the attendance, 
first, of those who leave the Primary School before completing their 
elementary education ; secondly, of those who are engaged in occupa- 
tions that lead to no skilled employment ; and thirdly, of those who 
have entered upon a calling where special technical skill or knowledge 
is required. In order to avoid any serious disruption in the conditions 
under which young persons are now employed, such a law might be 
made applicable in the first instance to all boys and girls who reached 
14 after the passing of the law. 

But before legislation is undertaken, the possibilities of 
voluntary attendance should be fully exhausted. These possibilities 
are large, and to make full use of them will take time. Moreover, 
time is needed to provide the material organisation of the schools, 
and to prepare the necessary teaching power to carry on the work 
on a large scale, and further to develop a public sentiment on which 
legislation must ultimately rest. Some directions of advance may 
now be indicated. 

In this State a beginning has been made this year with Con- 
tinuation Schools on a purely voluntary basis. Eight have been 
established in Sydney, two in Newcastle, and five in country towns. 
These have now an average attendance of 1,213 pupils. The success 
of these schools justifies a considerable extension of them. So far, 
very little has been done to secure the co-operation of employers in 
the scheme, but there is no reason to doubt that an effort in this 
direction will meet with as satisfactory a response from employers 
here as in other countries where such an appeal has been made. 



44 REPORT ON CONTINUATION SCHOOLS. 

In Victoria, for example, one large firm has arranged for the atten- 
dance of all the boys it employs at a Continuation School for one 
day a week in working time. 

It might reasonably be supposed that there are large employers 
of boy labour in this State that would be ready to act in a similar 
way. In the first place, it appears desirable that the State Govern- 
ment, as an employer of boy labour, should require its boy employees 
to receive some form of continuation instruction. By requiring the 
attendance at a Continuation School of all boys in Government 
employ under 17 years of age as a condition of their continued 
employment, and by making promotion dependent, among other 
qualifications, upon the evidence of satisfactory progress at their 
school, there would be a recognition of responsibility that would 
exercise an influence beyond the service of the Government. 
Especially would this be the case if provision were made for the 
attendance of these boy employees in daylight hours. 

The Federal Government is also a large employer of boy 
labour. The nature of the employment in this case makes continued 
education specially needful, inasmuch as the work which the boys 
are required to do is frequently not of such a kind as to lead to any 
skilled occupation later on. This has been recognised to some extent, 
and, as a result, some of the junior employees in the Federal Service 
are now required to attend upon some kind of instruction that will 
qualify them for entering into skilled work at a later stage. It is 
not unreasonable to suppose that the authorities employing boys 
in the Federal Service would be willing to extend the system to all 
the young employees if suitable representations to the Government 
were made. If this were done by State and Federal Governments, 
an important step would be taken towards the realisation of the 
ultimate purpose of the Continuation School. In both cases it 
might be considered whether this instruction could not be given 
wholly or in part within the boys' working hours. 

The Municipal Council of Sydney is another large public body 
that might be induced to make similar provision for its boy employees, 
especially as many of them are engaged in unskilled employment. 
The adaptation of the instruction to the needs of the calling to which 
the boys are tending would justify this course to the employing 
authority, apart from the benefit conferred on the boys themselves. 

It is also to be noted that from the point of view of the public 

welfare, the continued education of girls in the direction of domestic 

raining is just as important as that of boys. No one can observe 



REPORT ON CONTINUATION SCHOOLS. 45 

the thousands of girls that pour down the streets of this city at 
6 o'clock every evening out of shops and factories without thinking 
what must be the effect upon future homes of the lack of domestic 
training that must be prevalent. Many a girl leaves the day school 
to enter, after but a brief interval, into some employment which 
takes her away from home every day, and leaves her no time and 
no opportunity and, doubtless in many cases, no inclination to 
acquire any knowledge of the domestic arts that go towards home- 
making. These girls often leave the shop or the factory to marry, 
and the work and responsibility of home mailing are thus thrust 
into her hands without either the knowledge or the training to 
qualify her for them. There are at the present time some thousands 
of girls employed in the shops and factories of this city, and while 
it is possible that many of them are under wise parental influence, 
and acquire some domestic knowledge and skill, it is equa 1 iy possible 
and very probable that many others know very little of the arts 
which really make a house a home. This is scarcely a matter that 
the State can ignore. 

Whatever evil consequences follow from a lack of domestic 
training, there is no use in regretting the fact that girls obtain employ- 
ment in the industrial and commercial world. It is a necessity that 
they should do so. There are many occupations that can be well 
filled by girls and young women, and it is better that they should fill 
them rather than that men should be diverted from productive 
occupations to take up work which women can do as well as they. 
In fact, the education of girls should take account of the fact that 
many of them must enter into employment in industry or business. 
The evil lies not there, but "rather in the fact that the conditions or 
daily work entirely exclude all domestic instruction. 

The Domestic Continuation School comes to supply this need. 
Schools organised to give instruction in cookery, home hygiene, 
house management, laundry work, care of children, and elementary 
dressmaking, even if this instruction be confined to six or eight 
hours per week, supply what can only be regarded as an absolute 
necessity under modern industrial conditions. 

What has been already said with regard to the difficulty of 
imposing night work upon boys who are employed for the full day 
apply with even more force in the case of girls. If all girls who 
leave school in future were required to attend till the age of 16 at 
Domestic Continuation Schools held in daylight hours, unless they 
were continuing their education in some other way, and could only 



46 REPORT ON CONTINUATION SCHOOLS. 

take employment subject to that condition, a great step would be 
taken towards qualifying many young women for the responsibilities 
of womanhood, without debarring them from the opportunity of 
earning a living in shop or factory. Even if this condition com- 
pelled the girl to postpone her entry into that class of work till she 
was 16 years of age (and it would not necessarily do so), no great 
hardship would be inflicted. 

Whatever may be the degree of compulsory attendance 
covered by legislation, it is only through the medium of the employer 
that it can be satisfactorily enforced. In other words, attendance 
at school for a certain number of hours per week becomes under 
legislation a condition of employment. A difficulty, however, arises 
with the class of boy who is either not in employment at all or works 
only in a casual way, responsible either to no employer, or to many 
for short periods only. In such cases the experience of other countries 
indicates that the onus of attendance must be divided between the 
parent and boy himself. 

Turning to another phase of the subject, what should be 
the distinguishing characteristics of the Continuation School? 
In the first place, a school of this type is not the Primary 
School carried forward into the next page of the pupil's life. Its 
aim, its government, its instruction are all different. It has to 
deal with a boy who, since he left the day school, has been 
materially changed by his first month of wage-earning work. He 
has a new outlook, and his interests are centred in what gives him 
money to spend. He is already ceasing to be a child. The whole 
government of the school and the methods of instruction need to 
be guided by this consideration. 

The period covered by the Continuation School is from the 
fourteenth to the sixteenth year of age. Only a small proportion 
of boys have their ultimate vocation determined before the age 
of 16. In many trades, apprenticeship does not begin before 16. 
This indefiniteness and uncertainty as to the ultimate destiny of the 
pupil determines the general character of the instruction to be given. 
At the same time, there is a possible classification of the boys into 
two broad classes : those whose prospects lie in some form of business, 
and those who look towards some industrial calling. The work of 
the Continuation School is, therefore, differentiated along these two 
lines. On the industrial side, the Continuation School is not a Trade 
School. The Trade School is for the boy who, at about 16 years of 
age, has definitely determined what trade he will follow, and has 



REPORT ON CONTINUATION SCHOOLS. 47 

M 
reached the age when he can specialise in the technical work of his 

chosen trade. Strictly technical education in the conditions prevail- 
ing in this State does not begin with boys under 16 years of age. 
The Continuation School bridges the gap between the Primary 
School on the one hand and the specialised Trade School or the more 
advanced Commercial Training School on the other, and there can be 
no comprehensive technical education system without a Continuation 
School system on which it can be built. 

The fact that the Continuation School is not a school for 
specialised trade teaching, but preparatory to it, makes it necessary 
that the course of instruction should not be narrowed down to 
what the pupils think to be their immediate wants. For this reason, 
the Continuation Schools already established provide for the " course 
system," — that is, the pupil is not allowed to attend for one subject 
only, but must take a group of subjects. Throughout England and 
Scotland, the " course system " is generally adopted, and has been 
found to work well. The boy who wants to get instruction only 
in arithmetic is disappointed to find that he must also study English, 
drawing with instruments, and get a training in bench work; but 
this whole course makes him eventually a more intelligent artisan. 
Similarly the boy who aims at a commercial career may wish to 
learn book-keeping, but he can only get that along with a study of 
English, commercial geography, arithmetic, and business principles. 
In practical working, it is found that the boy who begins with the 
wish to learn one subject soon discovers with a widened outlook 
that other subjects are equally important to him. The " course 
system " needs to be rigidly maintained. On the other hand, a 
wider range of choice than prevails at present in the Continuation 
Schools so far established might well be permitted. In the largest 
schools, at least, the groups of subjects might include some options 
that would make them more adaptable to various classes of students* 

The question now arises, how is the necessary teaching staff 
to be provided? For some of the subjects the staffs of the Day 
Schools are available, but the engagement in evening teaching of 
men and women who have been teaching during the day can be 
regarded only as an expedient adopted for want of a better one. 
The ordinary school staffs, however, cannot supply the whole teaching 
force required. The bench work of the industrial course, and the 
instruction in business principles and practice in the commercial 
course require a specialised training on the part of the teacher. The 
bench work requires a tradesman thoroughly skilled in the handling 



48 REPORT ON CONTINUATION SCHOOLS. 

of his tools and able to regard his work in its bearing upon the various 
trades to which it stands related. On this account Dr. Kirchensteiner, 
of Munich, prefers to make a tradesman into a teacher rather than a 
teacher into a tradesman. This view appears a sound one. Similarly, 
the teaching of business principles requires a man who has not merely 
gained his knowledge from books and lectures, but has* had practical 
experience in business. 

But whatever has been the practical experience of the teacher, 
he requires a training for the special work of the Continuation School. 
For this reason, it becomes necessary to establish in the Teachers' 
College a section for the training of the Continuation School Teacher.. 

Reference has been made to the Continuation School as 
fundamental to the Trade School or advanced Evening Continuation 
School. It is advisable that a definite connection should be estab- 
lished between the lower and the higher of these schools. The 
courses of instruction in the higher schools would be strengthened 
by the work done in the Continuation School, especially if the pupils 
passed by a natural gradation from the one to the other. Much 
encouragement would be given towards maintaining this continuity 
by awarding a limited number of scholarships to Continuation 
School pupils to assist them in passing through the more specialised 
Trade or Commercial Evening Schools. 

One form of Evening Continuation School remains to be 
dealt with. There are many pupils who remain at the Day School 
till 15 or 16 years of age, and then enter employment. By this 
time they have completed more than a primary course of education,, 
and have reached the standard represented by the Junior University 
examination. Many of these young people desire to enter the 
University, but being compelled to obtain employment are debarred 
from carrying their studies far enough to qualify them for matricu- 
lation. If they could matriculate, the evening courses of the 
University are open to them. A separate type of Evening Con- 
inuation School for this class of student would assist many a 
deserving boy to gain the advantages of the highest educational 
institution in the State. Such a Continuation School would be 
virtually an Evening High School. It would be necessary that 
pupils upon entry to this school should first have reached the 
standard of the junior University examination, or have obtained 
the Department's Intermediate Certificate. A course of evening 
study for three or four years would then enable them to qualify for 



REPORT ON CONTINUATION SCHOOLS. 49 

admission to the University. An evening school of this kind would 
come to the rescue of many intellectually bright boys whose 
ambitions are now thwarted by their inability to bridge the 
gap that lies between the end of their day school work and the 
University. 

VIII. 
SUMMARY OF PROPOSALS. 

The following is a summary of the proposals made in this 
report : — 

1. The extension of Evening Continuation Schools in Sydney 

and the larger country towns, and the organisation of them 
as Industrial, Commercial, and Domestic Schools. 

2. The establishment of a limited number of Evening Con- 

tinuation Schools for pupils who have reached the Junior 
University or Intermediate Certificate standard, in order 
that they may be prepared for admission to the evening- 
courses of the University, — virtually Evening High Schools. 

3. That all pupils of Evening Continuation Schools be required 

to take groups of subjects. 

4. That the State Government require all its employees under 

17 years of age to attend Continuation Schools as a con- 
dition of employment, and that their attendance be arranged 
for within daylight hours. 

5. That the Federal Government be approached with a view 

to similar arrangements being made for its employees 
under 17 years of age in this State. 

6. That representations for a similar purpose be made to the 

Sydney Municipal Council. 

7. Steps to be taken by the Department to secure the attendance 

at the Continuation School of pupils immediately upon 
leaving the Day School. 

8. The securing of the co-operation of employers of boy labour 

and of labour organisations in facilitating attendance. 

q. The linking of the Evening Continuation School with the 
Trade Classes of the Technical College and with Evening 
Advanced Commercial Schools. 

18185-D 



50 REPORT ON CONTINUATION SCHOOLS. 

io. The special training of Continuation School teachers in the 
Teachers' College and Technical College. 

n. The organisation of Superior Public Schools into Day 
Continuation Schools. 

12. The establishment of two-year scholarships to assist parents 
in keeping their boys at Superior Public Schools for Con- 
tinuation School work. 

13. That, after sufficient schools have been established for 

pupils who attend under the above arrangements, legislation 
for compulsory attendance be ultimately adopted. 

14. That legislation for compulsory attendance at Continuation 

Schools provide, first, for the attendance of all pupils who 
leave school without completing their primary education, 
and afterwards, for other young persons under 16 years 
who leave the Day Schools after the passing of the law. 

15. That such legislation provide for such a limitation of the 

hours of labour as will admit of attendance for not less 
than six daylight hours weekly. 



REPORT ON CONTINUATION SCHOOLS. 51 

APPENDIX "A." 
MANCHESTER EVENING CONTINUATION SCHOOLS. 

The following is a Syllabus of the subjects contained in the courses : — 

First- year Technical Course. 
Practical Mathematics. 

1. Decimals. — The divisions of the ruler, inches and tenths, centimetres, and 
millimetres ; addition of decimals and subtraction illustrated by perimeter questions 
from solids and drawings ; English and metric measures ; multiplication and division 
of decimals ; the use of rough tests for accuracy, especially in fixing the position of a 
decimal point; simple averages and percentages. 

2. Vulgar Fractions. — Meaning of J, J, J, T V, &c, illustrated by ruler ; notation 
of fractions ; improper fractions ; mixed numbers ; equivalent fractions ; addition 
and subtraction of fractions ; factors, prime numbers ; cancelling ; easy exercises 
in multiplication and division of fractions ; the various rules to be illustrated by 
measurements from solids and drawings. 

3. Powers and Roots. — The square and cube of a number; meaning of the 

terms " Power," " Index," including the sign V ; simple exercises in finding the 

square root of arithmetical numbers. 

4. Areas. — Standards of area, square inch and square centimetre ; calculation 
of areas and perimeters of rectangles and triangles from solids and drawings; the 
same by means of squared paper ; altitudes of triangles ; calculation of the total 
area of surfaces of cubes, square prism, oblong prism ; perimeter of circle ; ratio of 
circumference of circle to diameter and radius ; value of it ; simple problems on 
perimeters and areas, e.g., finding area of rooms, covering floors, &c. 

5. Algebra. — The use of symbols introduced by reference to formulae for area 
of rectangles, triangles, and circles ; substitution of arithmetical values in mensuration 
and other common formulae ; the meaning and use of the signs + and — ; addition 
and subtraction, multiplication and division ; easy brackets ; expression of simple 
problems by means of algebraic symbols; easy simple equations. 

6. Volume. — Standards of volume ; cubic inch and cubic centimetre ; measure- 
ments and calculations ; volumes of cubes and of rectangular prisms ; easy problems. 

Practical Drawing. 

1. Instruments. — Use of foot rule and metre rule, set squares, compasses, and 
dividers ; suitable lead pencils for neat and accurate drawing ; preparation of drawing- 
pencils and compass pencils. 

2. Sgales. — The use and construction of plain scales of inches and centimetres, 
decimally and otherwise divided ; use and construction of protractor ; simple exercises 
in finding distances and areas from scale drawings — with and without the use of 
squared paper. 

3. Angles. — Bisection of lines, arcs, and angles; how to compare and copy 
angles by super-position; use of tracing paper; opposite angles; adjacent angles; 
perpendiculars; construction of angles of 6o°, 45°, and 30 ; sum of angles in a 
triangle. 



52 REPORT ON CONTINUATION SCHOOLS. 

4. Plane Surfaces. — How to test a plane ; definition of plane figures, triangle 
regular quadrilaterals, hexagon, &c., construction of squares and rectangles ; mensura 
tion of plane figures by use of squared paper. 

5. Triangles. — The construction of various kinds of triangles from given data 
of sides and angles ; the chief properties of triangles ; their relation to rectangles 
by use of squared paper and by cutting out ; altitudes. 

6. Parallel Lines. — How to draw them ; their chief properties ; how to draw 
parallelograms ; their properties ; areas determined by squared paper. 

7. Circles. — Problems relating to lines and circles, e.g., finding the centre; 
drawing tangents at any point on the circumference of from a point outside the 
circle ; the length of the circumference of a circle determined graphically ; problems 
relating to angles in a semi-circle ; to describe a circle or a series of circular arcs to 
pass through three or more points. 

8. Solids and Solid Geometry. — The meaning of the terms the planes of pro- 
jection (horizontal and vertical), ground line, projection, plan, elevation, sections, 
and section lines; easy plans and elevations of simple geometrical objects. 

9. Hand- sketching. — Hand-sketching and measurement of simple geometrical 
models and objects ; dimensioned hand sketches of simple machine or building 
details, e.g., nuts, bolts, simple joints in woodwork. 

Woodwork. 

The course of instruction will include (1) drawing to scale ; (2) the construction 
of, and mode of using, ordinary wood-working tools ; (3) theory of materials, including 
the characteristic properties and uses of the commoner woods, identification of 
specimens of wood, &c. ; and (4) practical bench-work. 

English. 

The work will consist chiefly of English composition, with special reference 
to the course taken by the student. For example, students will have frequent 
exercise in describing models or tools used in the Mathematics and Woodwork Classes. 
Handwriting and spelling will be dealt with in connection with the composition 
exercises. The writing of letters will be included. A course of reading will also 
be taken from a standard author. 

Second-year Technical Course. 

Practical Mathematics. 

1. Decimals. — The four rules taught by measurements and drawings from 
lines and objects ; the foot-rule divided into inches and tenths and the metre-rule 
divided into centimetres and millimetres being used; comparison of British and 
metric measures ; averages and approximations ; contracted methods of multipli- 
cation and division. 

2. Vulgar Fractions. — The usual rule to be taught by measurements and 
drawings of objects ; reduction of vulgar to decimal fractions and vice versa; expres- 
sing one quantity as the fraction of another. 

3. Powers and Roots. — Squares and cubes; meaning of the terms "Power." 
" Index " ; exercises in finding the square roots of arithmetical quantities. 



APPEXDICES. 53 

4. Areas. — Standards of area; areas of plane rectilinear figures, rectangles, 
triangles, and quadrilaterals ; relation between the sides of a right-angled triangle ; 
proofs by cutting out, counting squares on squared paper, &c. ; area of regular 
pentagons and hexagons; areas of circles and curved surfaces, e.g., cylinder and 
cone ; use of squared paper in determining areas ; problems on perimeters and 
areas, e.g., cost of painting and papering rooms ; covering floors. 

5. Algebra. — Substitution of arithmetical values in mensuration; physical 
and other scientific formulae; meaning and use of the signs + and — ; addition, 
subtraction, multiplication, and division; use of brackets; the formulae [x+a] 
(x+b)=x*+x (o + b) + ab 

(x+a) (x + b) =x- + x (a — b) — ab. 
(x + a)* =x 2 + 2ax +~a*. 

(x+a) (x — a)=x- — a- with their applications ; easy fractions; simple 
equations of one unknown quantity and problems producing them. 

6. Ratio and Proportion. — Proportion treated arithmetical!}' ; mean propor- 
tional, third proportional ; geometrical and arithmetical means ; percentages. 



Ratio and proportion treated algebraically : a c , a 



and T = '- etc. ; 
variation y = kx and y = k x, etc. x c, 

7. Graphs. — Graphs ; the use of squared paper ; plotting curves (a) in cases 
of strict proportion, (b) in cases where one value varies as another, but not in strict 
proportion ; problems worked by graphs ; simple simultaneous equations treated 
graphically and algebraically. 

8. Volume. — Standards of volume ; relative densities, water being used as 
the standard; measurement and calculations of regular solids, sphere, cone, and 
cylinder, with practical applications, weight and cost of solids of regular form, e.g., 
brickwork, timber, &c, when the relative density and cost of unit volume are given. 

Practical Drawing. 

1. Instruments. — Use of the various drawing instruments, including the 
calipers and protractors; how to test the accuracy of rulers and set squares. 

2. Scales. — The use and construction of scales; the protractor; scales fre- 
quently used in engineering, building, &c, ; finding distances, areas, &c 3 on scale 
drawings ; copying drawings to given scales. 

3. Angles. — Bisection of lines, arcs, and angles; comparison of angles; 
opposite and adjacent angles; the right angle, complementary and supplementary 
angles ; perpendiculars ; the use of set squares ; the construction of angles of 6o°, 
45°, and 30 c ; the use of the protractor. 

4. Plane and Curved Surfaces. — How to test a plane ; planes at right angles ; 
the spirit level ; the try square ; the plumb rule ; definition of plane figures ; triangles, 
regular quadrilaterals, pentagons, hexagon, &c. ; construction of squares and rect- 
angles ; mensuration of plane figures by use of squared paper ; multiplication and 
division of algebra by geometrical methods. 

5. Triangles. — The construction of triangles from given data of sides and 
angles ; the chief properties of triangles ; use of squared paper in finding their area ; 
relation between sides of a right-angled triangle ; proofs by means of squared paper. 



54 REPORT ON CONTINUATION SCHOOLS. 

6. Parallel Lines. — How to draw them ; their chief properties ; how to draw 
parallelograms ; their properties ; their relation to rectangles ; their areas determined 
by squared paper ; division of straight lines into a number of equal parts or into a 
given ratio. 

7. Polygons. — The construction of regular and irregular polygons from 
adequate data of sides, angles, and diagonals ; their chief properties and their areas ; 
reduction of rectilineal figures to triangles of equal area. 

8. Circles. — Problems relating to lines and circles, e.g., finding centres, drawing 
tangents ; mensuration of circle ; problems relating to angles in a semi-circle ; to 
describe a circle or given radius under certain given conditions, e.g., to touch a given 
line or circle at a given point, to pass through one point and to touch a line or circle ; 
the construction of squares both inside and outside a given circle. 

9. Solids jand Solid Geometry. — Chief properties and volumes of the simpler 
geometrical solids ; the elementary principles of orthographic projection ; plans and 
elevations and sections of regular solids ; simple problems relating to points, lines, 
and plane figures situated above the horizontal and in front of the vertical plane of 
projection ; auxiliary planes ; true shape of section. 

10. Hand- sketching. — Students will be taught how to make neat freehand 
sketches from models or actual simple machine details, and to use calipers, and rulers 
to take dimensions of the same ; also to make simple drawings either full size or to 
any simple scale of inch or fraction of an inch. 

Practical Mechanics and Physics. 

Note. — Each student will )iave an opportunity of himself performing most 
Of the experiments necessary for the proper treatment of the work set forth in the 
following syllabus. 

1. Measurement. — Length and area; comparisons of British and metric 
systems ; measurement of the length of curved lines ; how to measure approximately 
to the hundreth of an inch ; the vernier. 

2. Volume. — Determination of volumes of simple solids by direct measure- 
ments and by displacement ; vessels used in the measurement of volume and capacity ; 
determination of irregular solids by displacement of water. 

3. Mass. — Relation between mass and weight ; units of mass ; relation 
between British and metric systems ; gravitation ; the spring balance ; the ordinary 
balance ; areas and volumes determined by weighing. 

4. Relative Densities. — Weights of equal volumes of various liquids and solids : 
relative densities ; relation between volume, density, and mass ; Archimedes' 
principle ; determination of relative densities by weighing in air and water ; experi- 
ments on flotation ; the hydrometer ; determination of relative densities of liquids 
by relative density of specific gravity bottle, by hydrometer, and by the U-tubes 
upright and inverted, Hare's apparatus. 

5. Hydrostatics. — Fluid pressure ; head of water; syphons ; pressure of gases : 
atmospheric pressure ; the barometer ; the pump ; Boyle's law. 



APPENDICES. 55 

6. Statics. — The lever; principle of moments; the steelyard; the principle 
of the common balance ; parallel forces ; reaction at the supports of a beam ; equili- 
brium of three parallel forces ; representation of forces ; parallelogram and triangle 
of forces ; centre of gravity ; determination of centres of gravity of regular bodies ; 
pulleys ; principle of the inclined plane ; the principle of work ; mechanical advantage. 

7. Heat. — Effect of heat and cold on bodies ; forms of matter, solids, liquids, 
and gases ; the chief properties of matter ; expansion of solids, liquids, and gases ; 
melting and boiling points ; thermometers, their construction and use ; distinction 
between heat and temperature ; evaporation and condensation ; capacity of bodies 
for heat ; transmission of heat by conduction and convection. 

English. 

The course will be as in the First-year Technical Course, but more advanced. 
It will consist chiefly of English Composition, with special reference to the course 
taken up by the students. For example, students will have frequent exercises in 
describing experiments they have performed or seen in class, or in accurately observing 
and describing some piece of apparatus used in the course. Handwriting and spelling 
will be dealt with in connection with the composition exercises. A course of reading 
may also be taken from a standard author. 

First- year Commercial Course. 

Commercial Arithmetic. 

Mental arithmetic ; long and cross tots ; making out of invoices and statements 
with short methods of calculation; proportion; simple interest; simple profit and 
loss ; simple fractions — vulgar and decimal ; easy problems in the metric system. 

English. 

To write a short essay or letter, with special reference to handwriting, spelling, 
composition, and punctuation. A course of reading may be taken from a standard 
author. 

Commercial Correspondence and Business Routine. 

The setting out of a letter ; beginning and ending letters ; the fair copying 
from manuscript or printed matter, on a plain sheet of paper, of a business letter, 
advertisement, or circular; the writing of a simple commercial letter in proper 
style and form from matter provided ; addressing envelopes ; press copying, indexing, 
docketing ; the keeping of a postage book ; postal regulations for letters and parcels — 
inland; transmitting money by postal orders and money orders; registration of 
letters; general knowledge of inland telegrams. 

Commercial Geography. 

Geography of England and Wales, with the places of the chief industries, 
and means of communication by railways, rivers, and canals, with particular reference 
to the industries — mining, agricultural, manufacturing, and commercial — ofEngland 
and Wales; the chief railway and canal communications, and the most important 
towns ; the exports and imports of the country, and their origin and distribution. 



56 REPORT ON CONTINUATION SCHOOLS. 

Book-keeping. 

The making out of ordinary business forms, order notes, invoices, credit notes, 
statements, cheques, and receipts ; the use of the subsidiary office books, petty cash, 
wages, and stock books. 

The keeping of purchases, sales, and return day books, and cash book. 
The ledger and the posting of simple transactions ; the meaning of simple 
business terms and abbreviations. 

Shorthand. 
The neat and correct writing of simple words and of easy sentences to test 
the candidate's knowledge of the rules and grammalogues in the first book up to and 
including the rules on the writing of the aspirate (Ex. 44, Pitman's Teacher). 

Second- year Commercial Course. 
Commercial Arithmetic. 

Averages and percentages ; discount ; compound interest ; elementary rules 
for finding areas; English moneys expressed in francs, marks, and United States 
dollars, and vice versa. 

Commercial Correspondence and Business Routine. 

Composing simple business letters; the printing of words in block letters 
about f in. in size ; the making out of simple business forms, such as order notes, 
lists of prices, invoices, statements, cheques, receipts, inland bills of exchange, debit 
notes, credit notes ; the keeping of a petty cash book and household expenses book ; 
ordinary postal regulations relative to British, Colonial, and foreign letters, patterns, 
and parcel post; inland and foreign telegrams; the meaning of simple business 
terms and abbreviations. 

English. 

The elements of English grammar ; analysis of sentences ; composition ; 
simple precis writing. A course of reading from a standard author may be taken. 

Book-keeping. 
The use of subsidiary office books, petty cash, wages, and stock books ; the 
keeping of purchase, sales, and return day books and cash book ; the ledger and the 
posting of simple transactions ; the entry of transactions in the sales and purchase 
day books, and cash book ; posting of ledger, and balancing the accounts ; single and 
double entry; proof of the ledger by trial balance; use of the journal in business. 

Shorthand. 
The neat and correct transcription into Shorthand of about 150 words, partly 
in single words and partly in simple sentences, including the representation in Short- 
hand characters of a passage slowly dictated. Candidates must be familiar with the 
elementary principles and resources of the S3'Stem adopted, so as correctly to form 
outlines for simple words, and to write any special forms for very common expressions, 
such as " the " and " and," but will not be required to show any knowledge of more 
advanced abbreviating principles and resources. 



APPENDICES. 57 

Preparatory Course for Boys. 

The schemes of work in this course will vary to some extent in each School, 
and will be governed by the requirements of the students. They will generally 
consist of Reading, Handwriting, and Composition, and the simple rules of Arithmetic 
with the addition of one or two other subjects at the discretion of the Head Teacher. 

First- year Domestic Course. 

English. 

Students will be taught to write a simple essay or letter, with special attention 
to handwriting, spelling, punctuation, and grammar. 

Special attention will be paid in this course to handwriting, spelling, the 
meaning of words, and their proper use. A course of reading will be taken from 
one of the following: — Gaskell's " Cranford," Stevenson's "Treasure Island," 
Kingsley's " Heroes," Longfellow's " Evangeline," Dickens' " Christmas Carol," 
Marryat's " Settlers in Canada," " Travels of Mungo Park." 

Arithmetic and Household Accounts. 
Arithmetical exercises and problems bearing on : — 
(i) Economical apportionment of incomes. 

(ii) Aids to thrift ; savings banks ; insurance ; sick and benefit clubs, 
(hi) House tenancy ; terms of tenancy ; rent; rates; taxes. 
(iv) Household accounts ; weekly expenditure ; invoices and receipts ; cost of 
food, clothing, and furniture ; economical purchase and use ; importance of 
cash payments ; use of postal and money orders ; and registration of letters. 

Practical Needlework and Cutting-out of Garments. 
The course will include : — 

(a) Draftings, with full notes for application to any measurements, of a chemise, 

overall, and a gored petticoat. 

(b) Methods of planning the above patterns on suitable materials, with calcula- 

tions of amounts required. 

(c) Specimens showing sections of making up, worked in material. 

(d) Lessons on general household mending. 

Cookery. 

Note. — The Courses of Cookery will include oral instruction, demonstration, 
and practice. Examples of the courses are given below. 

Each Cookery Demonstration will have reference to a principle of primary 
method. At each Practice Class the scholars will practice first the principle or 
process last discussed, and afterwards any dish or process which they may have a 
desire to attempt, and for which the time allotted for the lesson will permit. As a 
rule, a teacher will not attempt to teach more than three different kinds of dishes 
at one time during a Practice Class. 



58 



REPORT ON CONTINUATION SCHOOLS. 



The Courses in Cookery will include instruction on : Baked, boiled, fried, or 
stewed meat or fish; steamed, baked, or boiled puddings, cookery of vegetables; 
choice and price of the food used at the classes; expenditure of wages on food; 
menus of dinners suitable to the neighbourhood, with cost; management of coal, 
gas, or oil stoves. 

The following table indicates suggested courses of instruction. The teacher 
will judge as to the number of lessons to be allocated to the several sections of a course. 
This allocation will depend upon the circumstances of the class. 



Principle. 



Theory. 



Illustrative Dishes. 



•J, Roasting and Baking 

2. Boiling and Steaming 

3. Stock, Soup-making 

4. Frying and Grilling 

5. Cold Meat Cookery 

6. Pastry and Cakes 

7. Stewing 

8. Bread and Invalid Cookery 



Principle of roasting and baking, 
cleaning and managing of stove. 
How to regulate heat of oven, 
top and bottom oven heat. 

Principle of boiling fresh and salt 
meat. Choice of meat. Boiling 
fish and vegetables. 

Principles of stock and soup- 
making. Choice of vegetables. 
Cheap soups. 
Principles of the same. Pieces of 
meat suitable with prices. 

Rules for re-heating cold meat.... 

Principles of pastry-making and' 
cake making. Use of various 
shortenings, raising powders 

Principle of stewing ; its economy. 
Preparation of dried fruit= for 
stewing. 

Yeast, its nature and action. 
Food for invalids, infant's diet 



Boast meat, Yorkshire pud- 
ding, potatoes, greens. 
Savoury pudding. 

Boiled mutton, capar sauce, 
carrots, turnips. Boiled 

bacon and beans. Boiled fish 
and sauce. Steamed pudding. 

Household stock, potato soup. 



Fried liver and bacon. Grilled 
chop, chipped potatoes. 

Baked and savoury mince. 
Shepherd's pie. 

Short and rough puff pastry. 
Cakes. 

Irish stew, Exeter stew, 
Savoury bails. 

White bread, tea cakes, scones, 
lemonade, steamed fish, ar- 
rowroot pudding, cup of 
Benger's Food, beef tea. 



Note. — These are only specimens of illustrative dishes, 
taught will sometimes be given at a practice lesson. 



Dishes previously 



Millinery. 
The object of the course is to give women instruction in the various materials 
commonly employed, in the methods of working in these, in the methods of stitching, 
and in other arts used in Millinery. 

A condition of entrance to a Millinery class is that students receive instruc- 
tion also in plain needle work, unless they give evidence of being proficient in that 
branch of the subject. 

; The course of instruction will be mainly m foundation work ; different stitches 
&c, i.e., slip stitching, tacking, tucking, back-stitching, roll and velvet hemming 
simple and French folds ; lining the inside of hais, different methods of lining brims 
&c.,; making bows, rosettes, and draped or folded trimming; also the making 
wiring, and binding of bandeaux, &c., m stiff net or buckram. 



APPENDICES. 5g 

Second- year Domestic Course. 
English. 

Students will be taught to write a short essay or letter, with special reference 
ro handwriting, spelling, and grammar. 

A course of reading will be taken from one of the following : — Dickens' " A Tale 
of Two Cities," George Eliot's " The MiiJ on the Floss," Tennyson's " Idylls of the 
King," Blackmore's " Lorna Doone," Shakespeare's "As You Like It," Bate's 
"Naturalist on the Amazon," Southey's "Life of Nelson." The matter will be 
discussed and explained, and the grammatical construction of sentences considered. 
The examination at the end of the session will include the writing of a short essay 
or letter, and questions on the subject matter of the special book selected for study 
during the session. 

Dressmaking. 

The Course of instruction will include : — 

(a) Drafting of a plain gored skirt, with lull notes for application to any measure- 
• ments. 

(b) Methods of cutting the same from various widths of materials. 

(c) The different methods employed in making-up and finishing a plain linen 

skirt. 

(d) Drafting of a blouse lining pattern, with notes for application to any measure- 

ments. 

(e) Method of cutting-out and joining the same. 

(/) The cutting of simple fancy blouses from the plain pattern, with methods 

employed in the making-up and finishing of a lined blouse. 
■(g) Repairing worn garments. 

Home Nursing. 

Wherever possible, practical demonstration will be given in this subject, i.e., 
bed-making, poulticing, sick-room cookery. 

1. The sick-room. — Choice of ventilation, temperature, preparation for doctor's 
visits ; position of nurse in sick room. 

2. The nurse. — Characier, qualifications, what to notice in her patient, what 
to tell the medical man, fussiness. 

3. Bed-making. — Kind, position, protection of mattress, airing and warming, 
lifting patient, changing of sheets. 

4. Poultices and fomentations. — Uses of dry heat, compresses, liniments, 
ointments. 

5. Fevers. — Germs or seeds, prevention, disinfectants, specific dangers, 
precautions. 

6. Digestion and indigestion. — Scheme of diets. 

7. Accidents and emergencies. — Simple, with remedies. 

8. Care of children. 

9. Feeding of infants and young children. 

10. Clothing of infants and young children. 

11. Children's ailments and remedies. 

12. Sick-room cookery. 



6o 



REPORT ON CONTINUATION SCHOOLS. 



Cookery. 
The following is a suggested course for a second year :- 



Principle. 




Illustrative Dishes. 



1. Stocks and Soup-making 

2. Breakfast Dishes 

3. Vegetarian Cookery 

4. Roasting, Baking, Trussing 

5. Kitchen Economies 

6. Fish Cookery 

7. Supper Dishes 

8. Pastry and Cakes 



Difference between bone. White 
and brown stock. Use and 
abuse of tinned foods. 

Need of variety in breakfasts. 
Dishes which can be quickly 
prepared. 

The use of pulse foods, salads, and 
fruits. Cookery of vegetables 

Trussing of poultry, rabbits, &c 
How to choose poultry and rab- 
bits The making of gravy 
Bread sauce. 

Use of stock pot. Bath of fat, 
clarifying fat. The making of 
baking powder, browning, &c, 
What to do with scraps. 

Choice of fish, and price. Dif- 
ferent methods of cooking fish 



Stock tomato soup, 
soup. 



Brown 



Porridge, buttered eggs, liver 
and bacon, fried potatoes 
and bacon. 

Pea soup. Salad dressing. 
Stewed fruit and custard. 

Roast rabbit or boiled, bread 
sauce. Roast fowl or pigeon. 



The making of browning and 
baking powder. Clarifying 
fat. Rissole in paste. 



Use of eggs and cheese, 
vation of eggs. 



Preser- 



Different pastries and their uses 
Various cake mixtures. 



Boiled fish, fish cakes, fish pud- 
ding, scalloped fish, fried and 
filleted fish. 

Macaroni and cheese, cheese pud- 
ding, Welsh rabbit, Scotch 
eggs, stuffed onions, curried 
eggs 
Flaky crust hot water crust. 
Various cakes. 



Note. — These are only specimens of illustrative dishes. Dishes of a similar 
nature may be supplemented. 

Millinery. 
Theory : — 

(1) The covering of a plain hat shape with velvet. 

(2) The different ways of covering hat, toque, or bonnet shape with full, gathered, 

or draped material. 

(3) The correct method of cutting-out and making children's hats and bonnets, 

with quantities and cost of materials requiied. 

(4) Renovation of straws, velvet, ribbon, silk, lace, &c. 



APPENDICES. 6l 

Practical work : — 
(i) Making hat, toque, or bonnet shape, in wire, to given measures. 

(2) Covering of the same with full, gathered, or plain material. 

(3) Cutting-out of children's milJinery, as — 

{a) Infams' bonnets. 

(b) Tam-o'-Shanter, with full, fluted, or gathered brim. 

(c) Dutch bonnet. 

(d) Man-o'-War. 

Preparatory Course for Girls. 

The schemes of work in this course will vary to some extent in each School, 
and will be governed by the requirements of the students. They will generally 
include Reading, Handwriting, and Composition, and the simple rules of Arithmetic, 
with the addition of one or two other subjects, such as Cookery and Dressmaking, at 
the discretion of the Head Teacher. 



62 REPORT ON CONTINUATION SCHOOLS. 

APPENDIX "B." 

LEEDS— ART SCHOOLS. 

Grade I. 

Preparatory Art Schools. 

The Course of Instruction in the Preparatory Art Schools is specially designed 
to give a sound educational groundwork in General Subjects and in Art Study, wrjich 
shall be based on examples having vitality and interest, so as to stimulate and 
encourage beginners to further progressive and more advanced Courses of Study. 

Great importance is attached to the Courses of Instruction in the Preparatory 
and Branch Art Schools. 

These courses are to be regarded as leading up to the more advanced instruction 
in art and in the allied crafts given in the Central School of Art. To this end the 
Course of Study in the Preparatory Art Schools will be so arranged that it may 
help the student to acquire, at the beginning, that quickness of perception and 
accuracy of expression which are essential to all successful art work. 

To arrive at this, the student must first be taught to " see " — i.e., to under- 
stand and correctly estimate the shape and proportions of any form placed in front 
of him, before he attempts to make a representation of it. The delineation of any 
form offers no difficulty when once that form has been thoroughly grasped and 
understood. 

A portion of each evening may well be spent in the students judging, by the 
eye alone, the relative proportions of lines quickly drawn on the blackboard by the 
teacher, or of objects placed before the class, the teacher demonstrating the accuracy 
of their answers by measurement. Constant practice of this kind, and the rigorous 
suppression of all attempts at measuring before the decision has been arrived at, 
will soon produce the power to quickly and correctly determine the shape and pro- 
portions of even the most complicated form. 

The importance of a well-trained memory to an art worker cannot be too 
highly emphasised, and students should accustom themselves to draw from memory 
not only their class studies, but also objects (and things) met with in their daily 
surroundings. They will thus provide themselves with an unfailing storehouse of 
material which will be of constant use to them in later years. 

No lesson should be allowed to close without some remarks by the teachei 
which will increase the artistic perception and good taste of the students. It mus\ 
not be forgotten that art exists not to produce useless objects, but to beautify the 
necessities and surroundings of our everyday existence. This can be easily demon- 
strated by taking articles of common use, and showing by sketches on the blackboard 
how the articles might be improved in shape and ornamentation. As regards methods 
of drawing, students should be encouraged to avoid the «use of india-rubber and to 
practice executing their studies both in line and mass (i.e., by means of pencil or 



APPENDICES. 63 

pen or by brush), the aim being to produce free, correct, and intelligent draughtsman- 
ship. All drawings should be made from large diagrams or drawings on the black- 
board, or from simple objects or leaf forms. On no account should small copies for 
individual students be used. 

Occasional instruction might with advantage be given in Free Arm Drawing 
on a large scale with chalk on the blackboard or with charcoal and chalk on brown 
paper. The students might also assist the teacher in the preparation of the diagrams 
and illustrations required in the lesson. The application of simple scales as the 
basis of draughtsman's work is recommended, and simple geometric constructions 
might be worked and used as the bases for elementary ornamental arrangements 
of the freehand studies previously drawn. These arrangements may afterwards be 
tinted with flat washes of colour, the teacher using the exercises as the means of 
introducing the elementary principles of colour harmony and contrast. 

Students will not be allowed to produce works for the adornment of their 
homes or the delectation of their friends. They will be expected to follow a course 
of serious study which will serve as the ground work for their future advancement 
in art and its applications to industry. 

It is through the lack of this thorough grounding that many students have 
failed to realise the promise of their early abilities and have found that their want 
of knowledge of the fundamental principles of Art has seriously hampered them in 
their career. 

Grade II. 

Branch Schools of Art. 

The fee is 4s. for the Course at Woodhouse or Wortley, and 5s. at West Leeds, 
payable in advance. 

A higher fee will be charged to students who do not take a Group Course. 

The subjects of instruction will include : — 

(a) Drawing of common objects in daily use, with concurrent exercises in 

Memory Drawing. 

(b) Elementary plant form from Nature and its application to elementary 

design. Geometrical exercises with relation to design. Exercises in letter- 
ing with brush and pen. 

(c) Light and shade from casts, &c. 

(d) Elementary modelling in Clay. 

(e) Elementary Woodcarving. 

The Course of Instruction is designed to lead directly to the Higher Art 
Instruction given in the Central School of Art. Its aim, in the first place, is to make 
the student proficient in the handling of the various methods of artistic expression, 
i.e., in the flat by line or mass with point brush or stump, and in the round by clay 
handling, in fact, to equip him with the means of easily and intelligently expressing 
his artistic intentions in a variety of ways. In the second place it is planned to 
increase the student's perception of the laws and principles of good art by bringing 
before him their occurrence in nature and in ornament. It must not be forgotten 



64 REPORT ON CONTINUATION SCHOOLS. 

that these lessons are to be regarded as means towards an end — the practical appli- 
cation of art knowledge to industry — consequently the student should be encouraged 
to constantly compare his work with the productions of manufacturers and to note 
any special artistic or practical qualities in such productions. It should be pointed 
out that the principles of his own elementary studies are applied in the manufactured 
object in a more advanced degree, and that both are founded on the same natural 
laws. 

No effort will be spared to help the student to realise that his work in the 
Branch School of Art is in direct relationship with the work of the Central School 
of Art. 

This will be aided by the arrangement of occasional special exhibitions of 
advanced art or craft work in the Central School of Art, and by lectures and demon- 
strations by the Principal and Teachers of the Central School, at which the students 
in Branch Schools will be allowed to attend. 

Loans of examples of advanced work done by pupils in the Central School 
will be made to the Branch Schools, so that high ideals and a high standard of accom- 
plishment may be constantly before the students. It is hoped by bringing out 
clearly the connection between the Branch Schools of Art and the Central Schools 
of Art that students may realise and appreciate the possibilities of advancement in 
Art Work offered to them, and that by thus securing definition of aim and 
continuity of purpose distinct benefit may accrue both to the individual and to the 
city. 



APPENDICES. 65 



APPENDIX «C." 

The following is a Syllabus prepared for the use of a Berlin Continuation 
School for boys in unskilled employment : — 

German. 

1st Year. 

The young workman and his personal circumstances. 

A. — Knowledge^relating to the calling and civics. 

1. Entry into the industrial world. 

(a) Choice of calling. Skilled and unskilled labour. Obtaining a situation. 

Meaning of labour. 

(b) The Continuation School. 

2. Place in the new community. 

{a) Work-book and wages-book. Regulation of the work. 

(b) Moral behaviour. Duties towards the employer. Attitude to one's fellow- 

workers. Relation with others. 

3. Hygiene. 

(a) Personal hygiene. Nutrition (temperance, alcohol). Clothing (care of the 

skin.) 
{b) Hygiene in the home and workshop. Ventilation, heating, lighting. 

(c) First-aid. 

(d) Employment of leisure time for gymnastics, walking, and games; for 

culture, instruction, and conversation. 

4. Insurance, measures to be taken in case of sickness, accident, &c. 

(a) Insurance and sanitary measures in case of sickness. 

(b) Insurance and sanitary measures in case of accident. 

(c) Insurance and sanitary measures in case of disablement^ and old age. 

2nd Year. 
The young workman in his employment. 
1. His activity in business (messenger). 

(a) The transactions in the city. 

(b) Transactions in connection with the railways. 

(c) Transactions in connection with the post office. 

(d) Transactions in connection with money matters. 
18183— E 



66 REPORT ON CONTINUATION SCHOOLS. 

2. His activity in the workshop (work boy) — 

(a) Impofc-tant products of handwork and industry, of Greater Berlin (so far as 

they have meaning for the young workman of the classes concerned). 

(b) Regulations for the control of the workshop. 

(c) Examples of work for independent and for joint performance. 

3. His wages — 

(a) Meaning and kind of wages. Protection of wages. 
(6) Reasonable employment of wages. 

4. His legal position — 

(a) Examples of contracts for employment. 

(b) Orders; commissions, and their fulfilment. 

5. The meaning of work — 

{a) The value of work for the individual. Possibilities of advancement. 

6. The value of work for State and society. Work formerly and^to-day. 

3rd Year. 
The workman in the community. 
A. — 1. The workman in the family — 

{a) The family as basis for morality and well-being. 

(b) The care of the parents for a livelihood and dwelling. Thrifty manage- 

ment and insurances. 

(c) The most important facts in connection with the parental authority and 

the necessity to provide for maintenance. Inheritance and will. Guardian- 
ship and education provided by a trustee. Duties of Children. 

2. The workman as member of clubs and unions — 

(a) Associations — e.g., rent and building society, savings and lending banks. 

(b) Trade associations. 

(c) Educational and social clubs. 

3. The workman as member of the municipality — 

(a) Provisions of the municipality for the well-being of the citizens. Public 

hygiene. Care of the poor and the orphans ; provisions for education ; taxes. 

(b) The most important facts in connection with the administration. 

(c) The most important facts re obtaining residence in case of relief. 

4. The workman as a citizen of the State — 

(a) Concerning Imperial arrangements and Imperial authorities : — The Emperor ; 

the Federal Council; the Reichstag: Imperial revenues: Army and Fleet. 

(b) Concerning State arrangements and State authorities :- - The King 1 1 d the 

Parliament ; State revenue ; and Justice. 



APPENDICES. 



6 7 



Arithmetic. 



First Year. 



B.— Written Work. 



1. {a) Letters of application and 
replies. Notification to Police of change 
of situation. 

(b) Correspondence and forms used 
in connection with Continuation School. 

2. (a) Workbook and forms cor 
nected therewith. Correspondence 
with the employer. (Sickness, inability 
to attend to one's work, &c.) 

(b) Letters to relatives, friends, 
and acquaintances. 

3. Notes on hygiene. 

4. Papers and forms in connection 
with the laws of insurance. 



C. — Arithmetic. 



The four fundamental rules and whole 
numbers and fractions. Calculations of 
percentage. (Money, weights and mea- 
sures system in connection with decimal 
fractions.) 

1. Exercise on entry into the indus- 
trial world, fees, advertisements, appli- 
cation for a situation. 

2. Exercises on personal needs and 
on wages. 

3. Exercises in connection with hy- 
giene. 

4. Exercises in connection witn in- 
surance laws, &c. 



Second Year. 



In addition to the filling in of forms, 
letters, notes, &c., are regularly pre- 
pared. 

1. Papers used in business — 

(a) Papers employed in the transactions 

->f the city. — Order forms, delivery 
and receipt forms, accompanying 
voucher. 

(b) Papers in connection with the rail- 

way. — Consignment entry forms, 
addressing goods, &c. 

(c) Papers in connection with the post 

office. — Addressing packages, tele- 
grams. 

(d) Papers in connection with money 

matters. — Invoice and receipt, 
draft, money order, cheque, post- 
dated cheque. 

2. Papers in the workshop. — Delivery 
orders and messages. 

3. Papers in connection with the. 
calculation of wages. 

4. Papers in connection with con- 
tracts for employment, with orders 
and commissions. 

5. Notes, applications, letters. 



In addition to the application of the 
fundamental rules,' the reckoning of 
percentage in all forms and applications 
to be considered. 

1. Exercises from business — 

(a) The^ city, 

(b) The railway. 

(c) The post office. 

(d) Money matters. 

2. (a) Exercises on raw products and 
manufactured articles. 

(b) Calculation of space. 

3. Exercises on wages and their dis- 
tribution. Saving and spending of 
wages. 

4. Exercises in connection with buy 
ing and selling. 

5. Exercises for further application 
of the materials. 



68 



REPORT ON CONTINUATION SCHOOLS. 



Third Year. 



1. Papers and letters which concern 
the family. — Rent, notice, loan, &c. 

2. Invitations. Exercises. Composi- 
tion of a simple report. 

3. Applications in matters concerning 
the poor and the orphans. 

4. Applications to the authorities, 
particularly to the court. 



1. Exercises from domestic affairs. 
The savings bank, life and fire insur- 
ance, notes, bonds, &c. 

2. Domestic^book-keeping. 

3. (a) Municipal taxes. Exercisesfin 
connection with the organisation of the 
city. 

(6) Book-keeping of a small busi- 
ness — e.g., greengrocery. 

4. Taxes and customs. 



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